Overview –
Early childhood approach
For early childhood planners and early childhood partners
ndis.gov.au | March 2024
Session outline
In this session we will cover the following topics:
- Topic 1: Best practice in early childhood intervention
- Topic 2: The early childhood approach
- Topic 3: Eligibility for the NDIS
- Topic 4: Functional assessment and screening tools
- Topic 5: Case scenarios
- Topic 6: A family perspective
- Topic 7: Quiz
Learning outcomes
After completing this training, you will be able to:
- Describe the early childhood approach, who it supports and how it benefits a child and family.
- Explain early connections and how they connect children and families to the support they need.
- Describe how the NDIS Code of Conduct, NDIS Practice Standards and National Guidelines-Best Practice in Early Childhood Intervention support the way we deliver the early childhood approach.
- Explain best practice in early childhood intervention to families.
- Explain the eligibility requirements and eligibility reassessment to families
- Identify tools which may be used when considering the developmental level and functional capacity of a child younger than 9.
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Topic 4: Functional assessment and screening tools
Developmental milestones
The Developmental milestones and Early Years Framework and the National Quality Standards provides important information about developmental milestones for different age categories from birth to 5 years.
Additional information for children younger than 9 can be found on the Raising Children Network website.
Paediatric Evaluation Disability Inventory-Computer Adaptive Test (PEDI-CAT).
The PEDI-CAT is a functional capacity assessment tool.
There are two key applications of the PEDI-CAT:
- To help determine functional capacity. The PEDI-CAT is used, together with other information to develop a picture of a child’s functional capacity compared to other children of a similar age.
- To help measure changes in functional capacity over time in response to early childhood intervention.
Ages and Stages Questionnaire (ASQ)
- The ASQ is a developmental screening tool that is used to gather information about a child’s development. It is used for children between the ages of one month to 5 and a half years.
- Early childhood partners use the ASQ, together with other information, to help form an understanding of a child’s development. This includes when an early childhood partner is determining if a child has developmental delay or developmental concerns. Gathering such information will help an early childhood partner recommend the best way a child and family are supported. For example, through community and other government supports and services, early supports or applying to the NDIS.
- The results of the ASQ are entered into fields in the Community Connections case in PACE.
Activity: Developmental milestones discussion
- Work in pairs or small groups. Open the Developmental Milestones and the EYLF and NQS | Department of Social Services, Australian Government (dss.gov.au) (External)
- Discuss the differences in the examples of what you might observe in the behaviour of a typically developing 2- to 3-year-old compared with a 3- to 5-year-old.
Remember that the Developmental Milestones and EYLF/NQS list examples only and is not for use as a checklist.
| Ol & e — LOG
Topic 5: Case scenarios
Declan case scenario
Declan is 3 years old and lives with his mother Andrea. He goes to childcare 2 days each week.
Andrea also takes Declan to playgroup once a week where she catches up with friends and Declan plays with other children. When at playgroup Andrea notices that Declan’s communication skills are not as well developed as other children his age, and he doesn’t get along as well with peers.
During a visit to the paediatrician Andrea mentions her concerns. The paediatrician gives Andrea some strategies to help her continue to support Declan’s development. They also suggest Andrea contacts an early childhood partner.
Declan case scenario continued 1
Andrea and Declan meet with an early childhood partner, at their home. Andrea and the early childhood partner discuss Declan’s strengths and Andrea’s concerns about Declan’s development. They also complete an ecomap.
The early childhood partner observes Declan going about his usual activities at home and at childcare. She also talks to Declan’s educators and uses tools like the ASQ and PEDI-CAT. The information gathered helps the early childhood partner understand Declan’s development, strengths and functional capacity.
The early childhood partner determines that Declan’s presentation is best described as developmental concerns and offers early supports, which Andrea accepts.
Declan case scenario continued 2
The early childhood partner provides support through a range of activities during early supports. For example, they:
-
Work with Andrea to develop and implement strategies at home and in the community to support Declan build his skills and increase his independence.
-
Visit Declan at childcare and talk about strategies with staff to ensure a consistent approach to supporting Declan.
-
Support Andrea to connect with community supports such as a local community centre parent support group.
-
Deliver group workshops on social skills and communication skills.
Declan case scenario continued 3
After a few months Declan’s communication and social skills have improved. His speech is easier to understand and his interactions with other children have improved. Andrea and childcare staff feel more confident in supporting Declan’s ongoing learning and development. Declan and Andrea no longer require early supports.
Early supports, delivered by the early childhood partner have sufficiently supported Declan and Andrea, without the need to apply to the NDIS.
Activity - Declan case scenario
What are some examples of resources the early childhood partner might have used when supporting Declan and Andrea during early support?
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Lucy case scenario
Lucy is four years old. She really enjoys spending time with her younger brother, and her parents, Samantha and John in the backyard and going to the playground.
Samantha notices that Lucy needs help doing some things other children her age can do. She needs a lot more help than other children her age with things at home like the mealtime routine and dressing. She also needs a lot more support than other children her age at childcare with things like staying seated for story time and playing and communicating with friends. Samantha and Lucy’s educator discuss the concerns. Lucy’s educator suggests that Samantha contacts an early childhood partner.
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Lucy case scenario
Lucy Is four years old. She really enjoys spending time with her younger brother, and her parents, Samantha and John in the backyard and going to the playground.
Samantha notices that Lucy needs help doing some things other children her age can do. She needs a lot more help than other children her age with things at home like the mealtime routine and dressing. She also needs a lot more support than other children her age at childcare with things like staying seated for story time and playing and communicating with friends. Samantha and Lucy’s educator discuss the concerns. Lucy’s educator suggests that Samantha contacts an early childhood partner.
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Lucy case scenario continued 1
The early childhood partner meets with Samantha, John and Lucy at their preferred location, their home. The early childhood partner gathers information from various sources. For example, by speaking with Samantha and John and Lucy’s educators and observing Lucy at home and childcare. They also use tools like the ASQ and ecomap.
After meeting with Samantha, John and Lucy several times the early childhood partner suggests that Samantha and John apply to the NDIS on behalf of Lucy because it is likely she meets the NDIS early intervention requirements for developmental delay.
Lucy case scenario continued 2
The early childhood partner also suggests that community support might help Lucy’s family. They put the family in touch with a local peer support group so they can meet other families of young children.
Lucy becomes eligible for the NDIS under the early intervention requirements and a NDIS plan is developed. The plan includes the goals Samantha and John have for Lucy and funding to support progress towards goals. The family use funding to get early intervention through a key worker who provides strategies to help Lucy develop her social, self-care and communication skills and increase her participation in daily routines and the community.
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Lucy case scenario continued 3
Lucy turns 6. Since becoming a participant, she has made a lot of progress towards the goals in her NDIS plans.
She started school and Samantha is pleased with the additional support she is getting with learning. Her teacher says she has settled in, taking part in all activities and getting along well with her new friends. She is much more independent in completing daily routines at home too.
The key worker has worked with Samantha and John to develop strategies they can continue using at home to support Lucy.
Lucy case scenario continued 4
The early childhood partner has had many conversations over the last two years with Samantha and John about the eligibility requirements of the NDIS.
They understand that Lucy no longer meets the early intervention requirements for developmental delay. They also understand that Lucy is unlikely to meet the early intervention requirements or disability requirements for any other reason. Lucy does not have an impairment that is likely to be permanent. However, they do not want Lucy to leave the NDIS.
Lucy case scenario continued 5
The early childhood partner revisits the conversation about eligibility reassessments with Samantha and John and refers Lucy for an eligibility reassessment. They also confirm that Lucy, Samantha and John continue to remain well connected with community and other government supports and services.
The eligibility reassessment determines that Lucy is no longer eligible. Lucy and her family are supported to leave the NDIS. Samantha and John are prepared for this given the many conversations they have had with the early childhood partner and planner delegate about the eligibility requirements.
Lucy remains well supported by her family, school and the community.
Lucy case scenario continued 6
- Lucy became eligible for the NDIS because she met the early intervention requirements for developmental delay.
- Over time her support needs changed. She no longer requires support from the NDIS.
- Also, a participant can only access the NDIS for developmental delay until they are 6.
- Lucy leaves the NDIS and remains well supported by her family, school and the community.
Activity - Lucy case scenario
Work in pairs or small groups. Discuss how you would explain to Samantha and John why Lucy is no longer eligible for the NDIS.
To support your discussion, you can refer to:
- Our Guideline - Applying to the NDIS (External) and
- EC: Guide – Eligibility conversations for children younger than 6 with developmental delay (External).
Lin case scenario
Lin is 3 and lives with her parents Simone and Thai. Lin becomes eligible for the NDIS under the early intervention requirements, for developmental delay.
Lin’s first plan is approved, and Simone and Thai speak with several early childhood intervention providers to choose one. They contact Nully Early Childhood Services (Nully). The early childhood partner and planner have provided Simone and Thai with information on best practice in early childhood intervention. Simone and Thai are pleased that the supports Nully offers is in line with best practice. They also feel that the early childhood professionals from this service understand Lin’s needs and are best able to support them.
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Lin case scenario continued 1
Simone and Thai use funding from Lin’s NDIS plan to pay for supports from Nully. This helps them work towards the goals in Lin’s NDIS plan.
Simone and Thai work with the key worker to develop strategies to support Lin. Strategies are updated regularly as Lin’s skills develop and they are shared with her early childhood educators.
Lin and her family are well supported by community and other government supports and services too. Lin is now 5, attends preschool and she is getting ready to go to school next year.
Lin case scenario continued 2
Over the last two years, Lin has made good progress towards the goals in her NDIS plan. It appears her presentation no longer meets the developmental delay definition in the NDIS Act 2013 (External).
This is because her functional ability in most areas now appears to be like her peers. The remaining concern her family have is that Lin is sometimes fussy with her food choices.
Lin case scenario continued 3
The early childhood partner meets with Simone and Thai and revisits the conversation about eligibility. Some examples of things the early childhood partner includes in the conversation are:
- Lin’s progress towards goals.
- Lin’s current functioning and support needs. They use this information when referring to the eligibility requirements to explain why she is likely not to continue to be eligible.
- Confirmation that sufficient community and other government supports and services are in place. They discuss the role of the health and education systems in providing ongoing support.
- Whether Lin’s family would like Lin to voluntarily leave the NDIS.
Lin case scenario continued 4
Simone and Thai decide Lin will voluntarily leave the NDIS. They let the NDIS know of their decision by completing a form which is available on the NDIS website. They also could have done this by sending a letter or email if they preferred.
They will continue to get support from their general practitioner and community health dietician to manage Lin’s diet and nutritional needs.
They will also continue to be supported by preschool this year, and school next year.
If Simone and Thai had not chosen to voluntarily leave, the early childhood partner would have referred Lin for an eligibility reassessment.
Lin case scenario continued 5
- Lin became eligible for the NDIS because she met the early intervention requirements for developmental delay.
- Some participants remain eligible for the NDIS for developmental delay until they are 6.
- Over time Lin’s functional capacity increases. When she is 5, she no longer meets the early intervention requirements for developmental delay.
- Lin leaves the NDIS and remains well supported by her family and community and other government supports and services.
Activity: Lin case scenario
Discuss the case scenario about Lin in small groups or pairs.
Include in your discussion how you would explain to Simone and Thai the option of voluntarily leaving the NDIS.
Beth case scenario
Beth is 6 years old. She really enjoys gymnastics, and dancing around the house with her siblings. Ballet classes are the highlight of her week.
Beth became a participant of the NDIS following an autism diagnosis. Her parents have been using funding from Beth’s NDIS plan for early childhood supports from a registered NDIS provider, Bright Children’s Services. The key worker has been working with Beth’s parents to develop strategies to support Beth to build her social, communication and fine motor skills and also with strategies to help her with emotional regulation.
Beth’s parents, school and Bright Children’s Services have been sharing strategies to ensure there is consistency in the way they support Beth across all environments. She has been progressing towards the goals in her NDIS plan.
Now that Beth has commenced school her parents have both moved to working full time. Since then, the key worker has solely been providing support through seeing Beth at school and sharing strategies with her educators.
Activity- Beth case scenario
What are some of the things you could say to Beth’s parents about this?
In your response, consider the NDIS Practice Standards and Quality Indicators and the Best Practice Guidelines.
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Version control
| Version | Created by | Status | Date |
|---|---|---|---|
| V0.1 | SRP102 | Draft | Jan 2024 |
| V1.0 | SRP102 | Final | 05/02/2024 |
| V2.0 | SRP102 | Final | 01/03/2024 |
Overview- Early childhood approach
Learner Workbook
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Contents
-
Self-directed learning
- Task A: Intranet research
- Task B: Our Guidelines
- Task C: Ecomaps
- Task D: Developmental Milestones
-
Facilitated Session
- Introduction and welcome
- Activity Group introduction questions (Optional)
- Topic 1: Best practice in early childhood intervention
- Activity: Explaining best practise
- Topic 2: The early childhood approach
- Activity: Ecomap
- Activity: Suzy
- Topic 3: Eligibility for the NDIS
- Activity: Eligibility scenarios
- Topic 4: Functional assessment and screening
- Activity: Developmental milestones discussion
- Topic 5: Case scenarios
- Declan case scenario
- Lucy case scenario
- Lin case scenario
- Beth case scenario
- Topic 6: A family perspective
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- Topic 7: Quiz – True or false? 29
- Appendix 31
- Accessible version - the early childhood approach image 31
- Accessible version - early connections image 31
- Accessible version - medical model image 32
- Accessible version – best practice model image 32
- National Disability Insurance Agency 33
- Version Control 33
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| Question | Answer |
|---|---|
| became eligible for the NDIS because they met which criteria? | Write here |
| Question 3: An 8-year-old child with Rett syndrome became eligible for the NDIS because they met which criteria? | Write here |
| Question 4: A participant who does not have evidence of an impairment that is likely to be permanent turns six. They became eligible for the NDIS for developmental delay. Following an eligibility reassessment, what will happen? | Write here |
| Question 5: A 5-year-old participant who became eligible for their NDIS, for developmental delay, has built their capacity and their presentation no longer meets the definition for developmental delay. They also do not have an impairment that is likely to be permanent. After discussions with the family about the eligibility requirements the family do not wish their child to voluntarily leave. What should happen next? | Write here |
| Question 6: A 4-year-old participant became eligible for the NDIS for developmental delay. They are fully participating in daily and community activities and their family feel they no longer require support from the NDIS. What should the family do? | Write here |
| Question 7: A participant who met eligibility under the early intervention requirements for | Write here |
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| Question | Answer |
|---|---|
| developmental delay turns six. Since becoming a participant, they have been diagnosed with autism, level 2. What should happen next? | |
Eligibility reassessment resources
Here are the links to some useful knowledge articles. Remember you can also search for knowledge articles once you have access to PACE. Make some notes about the key messages. EC: Guide – Eligibility conversations for children younger than 6 with developmental delay | Salesforce (mcas.ms) and EC: Guide – Evidence sources to demonstrate if an impairment is likely to be permanent for children who previously met access for developmental delay | Salesforce (mcas.ms)
Notes:
Topic 4: Functional assessment and screening
Read about developmental milestones and the Raising Children Network and make some notes about the key messages. Fill in the reference and notes and questions table below.
Reference and notes and questions table
| References | Notes and questions |
|---|---|
| Developmental Milestones and the EYLF and NQS (external) | Write here |
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| References | Notes and questions |
|---|---|
| Department of Social Services > Our Responsibilities > Families and Children > Publications & Articles > Developmental Milestones and the EYLF and NQS | |
| Raising Children Network (external). raisingchildren.net.au | Write here |
Activity: Developmental milestones discussion
Work in pairs or small groups. Open the Developmental Milestones and the EYLF and NQS (external). Discuss the differences in the examples of what you might observe in the behaviour of a typically developing 2- to 3-year-old compared with a 3- to 5-year-old. Remember that the Developmental Milestones and EYLF/NQS list examples only and is not for use as a checklist.
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Topic 5: Case scenarios
Let’s have a look at some case scenarios.
Declan case scenario
Declan is 3 years old and lives with his mother Andrea. He goes to childcare 2 days each week.
Andrea also takes Declan to playgroup once a week where she catches up with friends and Declan plays with other children. When at playgroup Andrea notices that Declan’s communication skills are not as well developed as other children his age, and he doesn’t get along as well with peers.
During a visit to the paediatrician Andrea mentions her concerns. The paediatrician gives Andrea some strategies to help her continue to support Declan’s development. They also suggest Andrea contacts an early childhood partner.
Andrea and Declan meet with an early childhood partner, at their home. Andrea and the early childhood partner discuss Declan’s strengths and Andrea’s concerns about Declan’s development. They also complete an ecomap.
The early childhood partner observes Declan going about his usual activities at home and at childcare. She also talks to Declan’s educators and uses tools like the ASQ and PEDI-CAT. The information gathered helps the early childhood partner understand Declan’s development, strengths, and functional capacity.
The early childhood partner determines that Declan’s presentation is best described as developmental concerns and offers early supports, which Andrea accepts.
The early childhood partner provides support through a range of activities during early supports.
For example, they:
- work with Andrea to develop and implement strategies at home and in the community to support Declan build his skills and increase his independence.
- visit Declan at childcare and talk about strategies with staff to ensure a consistent approach to supporting Declan.
- support Andrea to connect with community supports such as a local community centre parent support group.
- deliver group workshops on social skills and communication skills.
After a few months Declan’s communication and social skills have improved. His speech is easier to understand and his interactions with other children have improved.
Andrea and childcare staff feel more confident in supporting Declan’s ongoing learning and development. Declan and Andrea no longer require early supports.
Early supports, delivered by the early childhood partner have sufficiently supported Declan and Andrea, without the need to apply to the NDIS.
Question: What are some examples of resources the early childhood partner might have used when supporting Declan and Andrea during early support?
Notes:
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Lucy case scenario
Lucy is four years old. She really enjoys spending time with her younger brother, and her parents, Samantha and John in the backyard and going to the playground.
Samantha notices that Lucy needs help doing some things other children her age can do. She needs a lot more help than other children her age with things at home like the mealtime routine and dressing. She also needs a lot more support than other children her age at childcare with things like staying seated for story time and playing and communicating with friends. Samantha and Lucy’s educator discuss the concerns. Lucy’s educator suggests that Samantha contacts an early childhood partner.
The early childhood partner meets with Samantha, John and Lucy at their preferred location, their home. The early childhood partner gathers information from various sources. For example, by speaking with Samantha and John and Lucy’s educators and observing Lucy at home and childcare. They also use tools like the ASQ and ecomap.
After meeting with Samantha, John, and Lucy several times the early childhood partner suggests that Samantha and John apply to the NDIS on behalf of Lucy because it is likely she meets the NDIS early intervention requirements for developmental delay.
The early childhood partner also suggests that community support might help Lucy’s family. They put the family in touch with a local peer support group so they can meet other families of young children.
Lucy becomes eligible for the NDIS under the early intervention requirements and a NDIS plan is developed. The plan includes the goals Samantha and John have for Lucy and funding to support progress towards goals. The family use funding to get early intervention through a key worker who provides strategies to help Lucy develop her social, self-care and communication skills and increase her participation in daily routines and the community.
FOI 24/25-0756 - DISCLOSURE LOG
OFFICIAL
Lucy turns 6. Since becoming a participant, she has made a lot of progress towards the goals in her NDIS plans.
She started school and Samantha is pleased with the additional support she is getting with learning. Her teacher says she has settled in, taking part in all activities, and getting along well with her new friends. She is much more independent in completing daily routines at home too. The key worker has worked with Samantha and John to develop strategies they can continue using at home to support Lucy.
The early childhood partner has had many conversations over the last two years with Samantha and John about the eligibility requirements of the NDIS.
They understand that Lucy no longer meets the early intervention requirements for developmental delay. They also understand that Lucy is unlikely to meet the early intervention requirements or disability requirements for any other reason. Lucy does not have an impairment that is likely to be permanent. However, they do not want Lucy to leave the NDIS. The early childhood partner revisits the conversation about eligibility reassessments with Samantha and John and refers Lucy for an eligibility reassessment. They also confirm that Lucy, Samantha, and John continue to remain well connected with community and other government supports and services.
The eligibility reassessment determines that Lucy is no longer eligible. Lucy and her family are supported to leave the NDIS. Samantha and John are prepared for this given the many conversations they have had with the early childhood partner and planner delegate about the eligibility requirements.
Lucy remains well supported by her family, school, and the community.
- Lucy became eligible for the NDIS because she met the early intervention requirements for developmental delay.
- Over time her support needs changed. She no longer requires support from the NDIS.
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- Also, a participant can only access the NDIS for developmental delay until they are 6.
- Lucy leaves the NDIS and remains well supported by her family, school, and the community.
Activity: Work in pairs or small groups. Discuss how you would explain to Samantha and John why Lucy is no longer eligible for the NDIS.
To support your discussion, you can refer to:
- Our Guideline - Applying to the NDIS (external)
- EC: Guide – Eligibility conversations for children younger than six with developmental delay.
Notes:
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Lin case scenario
Lin is 3 and lives with her parents Simone and Thai.
Lin becomes eligible for the NDIS under the early intervention requirements, for developmental delay.
Lin’s first plan is approved, and Simone and Thai speak with several early childhood intervention providers to choose one.
They contact Nully Early Childhood Services (Nully).
The early childhood partner and the planner have provided Simone and Thai with information on best practice in early childhood intervention.
Simone and Thai are pleased that the supports Nully offers is in line with best practice.
They feel that the early childhood professionals from this service understand Lin’s needs and are best able to support them.
Simone and Thai use funding from Lin’s NDIS plan to pay for supports from Nully. This helps them work towards the goals in Lin’s NDIS plan.
Simone and Thai work with the key worker to develop strategies to support Lin. Strategies are updated regularly as Lin’s skills develop and they are shared with her early childhood educators.
Lin and her family are well supported by community and other government supports and services too. Lin is now 5, attends preschool and she is getting ready to go to school next year.
Over the last two years, Lin has made good progress towards the goals in her NDIS plan.
It appears her presentation may no longer meet the developmental delay definition in the NDIS Act 2013.
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This is because her functional ability in most areas now appears to be like her peers. The remaining concern her family have is that Lin is sometimes fussy with her food choices.
The early childhood partner meets with Simone and Thai and revisits the conversation about eligibility. Some examples of things the early childhood partner includes in the conversation are:
- Lin’s progress towards goals.
- Lin’s current functioning and support needs. They use this information when referring to the eligibility requirements to explain why she is likely not to continue to be eligible.
- Confirmation that sufficient community and other government supports and services are in place. They discuss the role of the health and education systems in providing ongoing support.
- Whether Lin’s family would like Lin to voluntarily leave the NDIS.
Simone and Thai decide Lin will voluntarily leave the NDIS.
They let the NDIS know of their decision by completing a form which is available on the NDIS website.
They also could have done this by sending a letter or email if they preferred.
They will continue to get support from their general practitioner and community health dietician to manage Lin’s diet and nutritional needs.
They will also continue to be supported by preschool this year, and school next year.
If Simone and Thai had not chosen to voluntarily leave, the early childhood partner would have referred Lin for an eligibility reassessment.
- Lin became eligible for the NDIS because she met the early intervention requirements for developmental delay.
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Version Control
Version control table
| Version | Amended by | Description | Status | Date |
|---|---|---|---|---|
| V0.1 | SRP102 | New | Draft | 11/12/2023 |
| V1.0 | SRP102 | Updated | Draft | 05/02/2023 |
| V2.0 | SRP102 | Updated | Final | 01/03/2024 |
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