Early childhood intervention: preparing for school with your child

Early Childhood Intervention & School Readiness under the NDIS: A Senior OT’s Perspective

By Tameryn Rix · Originally published 9 September 2025

Deeper review: 6 October 2026. The deeper review adds article-specific decisions and audience guidance. Historical passages and their adjacent corrections remain preserved.

Choose one everyday transition to practise

Start with something the child will actually encounter, such as opening a lunchbox, finding a quiet space or asking for help. Practise in a way that suits their communication and sensory needs. Spoken words are not the only valid way to ask for assistance; gestures, signs, pictures or communication equipment can be part of the routine.

Keep the activity enjoyable and stop when it becomes too demanding. School preparation should not become a test the child must pass before they deserve inclusion. Ask the educator which changes the environment can make as well as which skills the child wants support to develop.

Agree what the family can comfortably practise at home and what the school will provide. Share information with consent and arrange a review after school starts.

Original article and dated context

This article was written by Tameryn Rix, a Senior Occupational Therapist at Blue Wing Care. With both professional expertise and personal experience navigating the NDIS, they bring a unique perspective to disability support. Blue Wing Care is built on empathy, advocacy, and lived experience, helping participants and families feel supported every step of the way.
Today we are unpacking the NDIS Early Childhood Approach and what school readiness looks like in practice, sharing therapy insights and everyday tips to help families build children’s confidence, independence, and skills for a strong start at school.
The early years of life are a powerful time for growth. Children’s brains develop more rapidly in the first five years than at any other stage, laying the foundation for how they think, feel, and learn. For children with developmental delays or disabilities, accessing support as early as possible makes a measurable difference.
The National Disability Insurance Scheme (NDIS) recognises this and has developed the Early Childhood Approach (ECA), designed to give children the “best possible start in life.” But what does this mean for families preparing their children for school? And what do “school readiness activities” actually look like in practice?
As a Senior Occupational Therapist, I want to break down what families can expect, why early intervention matters, and how parents can actively participate in their child’s journey toward school readiness.
The NDIS Early Childhood Approach Explained

[Clickability update, September 2026: Early connections can help before NDIS access is decided. Current guidance describes children under 6 with developmental delay and children under 9 with disability. These pathways do not mean every child automatically qualifies for an NDIS plan. Check how to get help.]

The Early Childhood Approach provides support for:
  • Children under 6 with developmental concerns, even without a formal diagnosis.
  • Children under 9 with a confirmed disability.
This design is intentional. Many families face long wait times for assessments, and early supports shouldn’t be delayed while paperwork catches up.
The ECA offers two main types of help:
  1. Early Connections – linking families to playgroups, parenting programs, and mainstream services quickly.
  2. Early Supports – targeted therapies, strategies, and coaching delivered in partnership with families.
The aim isn’t just to “fix” a delay, it’s to build a child’s confidence, skills, and inclusion in everyday life while equipping parents with the knowledge and tools to sustain progress.
What Does School Readiness Really Mean?
When parents hear “school readiness,” many think of academic skills like recognising letters or counting to ten. While these are valuable, school readiness is much broader.
The Australian Early Development Census (AEDC) defines five domains of readiness:

[Clickability update, September 2026: The AEDC describes population-level development at school entry. It is not an individual diagnostic test or a requirement a child must pass before starting school. Read the family explanation.]

  1. Physical health & wellbeing – fine and gross motor skills, stamina, healthy routines.
  2. Social competence – sharing, turn-taking, cooperating with peers, following group rules.
  3. Emotional maturity – regulating feelings, coping with change, resilience when faced with challenges.
  4. Language & cognitive skills – listening, problem-solving, asking and answering questions, basic concepts.
  5. Communication & general knowledge – expressing needs, understanding stories, showing curiosity.
Children thrive when these areas are nurtured together. A child who can name all their letters but struggles with waiting their turn or managing frustration may find school more overwhelming than a child who has strong social and emotional foundations.
What School Readiness Activities Look Like
So, what do these domains look like in day-to-day practice? Here are concrete examples parents and therapists can build into routines:
1. Social & Emotional Skills
  • Playing board games that require taking turns.
  • Pretend play (shops, doctors, teachers) to practise cooperation and role-play rules.
  • Reading storybooks and asking, “How do you think this character feels?”
2. Communication Skills
  • Daily “chat time” at mealtimes to practise conversation.
  • Using sequencing cards to tell stories in order (e.g., “First we brush teeth, then we put on pyjamas…”).
  • Encouraging your child to ask for help using clear words rather than pointing or pulling.

[Clickability update, September 2026: Pointing, gestures and communication aids are valid ways to communicate. Support the child’s accessible communication; do not make spoken words a condition of receiving help.]

3. Cognitive & Learning Skills
  • Matching, sorting, and puzzle activities to build attention and problem-solving.
  • Following 2–3 step instructions like, “Please put your shoes away, wash your hands, then sit at the table.”
  • Identifying shapes, colours, and numbers in the environment — on signs, in the supermarket, or during play.
4. Physical Readiness
  • Fine motor skills: drawing, cutting with child-safe scissors, threading beads.
  • Gross motor skills: hopping, climbing, ball games, balancing.
  • Practising sitting at a table for short periods with gradually increasing focus.
5. Independence & Self-Care
  • Lunchbox routines: opening lids, unwrapping food, packing leftovers away.
  • Dressing skills: zippers, buttons, and shoes.
  • Toileting routines, including handwashing, with praise for independence.
These activities aren’t “extra homework” for parents. They’re woven into everyday routines and play, making them achievable and enjoyable.
The Role of Therapy in Building Readiness
Occupational Therapy (OT)
OTs focus on building fine motor skills, sensory regulation, and independence. For example, preparing a child to hold a pencil correctly, manage transitions calmly, or navigate lunchtime routines with confidence.
Speech Pathology
Speech therapists support language, social communication, and comprehension. They might work on answering questions, expanding vocabulary, or helping a child initiate play with peers.
Family Coaching as Core Practice
This is where the greatest impact happens. At Blue Wing Care, parents are not passive observers. They sit in on OT and Speech sessions, learning strategies directly alongside their child.
We demonstrate, parents practise, and together we problem-solve. Parents then carry these strategies into daily routines - mealtimes, play, bath time, or outings. Evidence shows that when families embed therapy strategies into everyday life, children progress faster and maintain skills long term.

[Clickability update, September 2026: Family coaching can support everyday practice, but faster progress or lasting gains are not guaranteed for every child. Agree an achievable approach and review it with the treating professional.]

Challenges Families Face
Despite the strengths of the NDIS approach, families still encounter challenges:
  • Long wait times for assessments, particularly for autism diagnoses.
  • Confusion about eligibility for early intervention supports.
  • Policy uncertainty with the upcoming Thriving Kids reforms, which may shift some children out of the NDIS and into Medicare-funded supports from 2026 onwards.

[Clickability update, September 2026: This prediction is historical. Thriving Kids starts from October 2026 and expands to January 2028. Current government guidance says NDIS access arrangements do not change until January 2028. Read the current timetable.]

These pressures highlight why starting early and focusing on family-led, everyday skill-building is so crucial.
Practical Tips for Parents
  1. Start early – If you have concerns, don’t wait for a formal diagnosis. Contact an NDIS Early Childhood Partner to explore supports.
  2. Use daily routines as practice – Turn mealtimes, dressing, and shopping into learning opportunities.
  3. Model language – Narrate what you’re doing and expand on your child’s words (“Ball” → “Yes, a red ball. You’re bouncing it high!”).
  4. Foster independence – Encourage children to try tasks themselves, even if it takes longer.
  5. Work with educators – Share strategies with preschool staff so skills are reinforced consistently.
How Blue Wing Care Supports Families
At Blue Wing Care, we combine clinical expertise with a family-first approach:
  • Sessions are interactive, with parents actively involved.
  • Our OTs and Speech Pathologists design therapy that connects directly with school readiness goals.
  • We help families create practical strategies for home and preschool environments.
  • We support smooth school transitions by working closely with educators and families to ensure consistency.
Our goal is simple: children enter school with the confidence, independence, and foundational skills they need to thrive.
Supporting Your Child’s Next Chapter
If your child is approaching school age and you have questions about their readiness, now is the time to act. Don’t wait for a diagnosis or until challenges become bigger at school.
At Blue Wing Care, we offer consultations and can provide families with a School Readiness Checklist to guide next steps.
A confident, capable start at school begins long before the first day in uniform. With the right support, strategies, and family involvement, every child can build the foundations to thrive.

Prepare the school environment as well as the child

Give educators strategies they can use with consent

Describe what helps during an actual routine, what signals a problem and what response works. Avoid a long list of deficits without usable adjustments. In NSW, the transition statement can share strengths, interests and support needs with the school through the family’s consent process. Other jurisdictions have their own arrangements. Read the NSW transition statement information

Confirm who receives the information and how the family can review it. Keep educational adjustments separate from an NDIS therapy or access decision.

Check the current pathway before promising a service

Early connections and an individual NDIS plan are different pathways. Help the family find the relevant early childhood contact and ask what is available for the child’s current needs. Read the official guidance

Thriving Kids began in October 2026 with supports growing over time towards January 2028. That does not confirm every local service is available now or that a particular child has immediately moved out of the NDIS. Check the current local offer and keep the family informed about confirmed arrangements. Read the official guidance

Questions readers ask

Is the AEDC a test my child must pass to start school?

No. It is a population-level developmental measure, not an individual diagnostic or school-entry test. Official guidance

Are children being moved out of the NDIS from 2026 under Thriving Kids?

Current guidance says services start from October 2026, with no changes to NDIS access arrangements until January 2028. Official guidance

Must a child use spoken words to ask for help at school?

No. Plan around the child’s effective communication, including gestures, signs, pictures or communication equipment where appropriate. Share useful strategies with educators and family consent. Official guidance

Find an OT to discuss your child’s school transition

Describe the routines and access needs you want help with through Clickability. Compare provider profiles and reviews, then ask how they work with families and educators.

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