What every early childhood educator needs to know about occupational therapy

As early childhood educators settle into the new year and begin to understand their new group of children, many are already noticing those who may need a little extra support. 

Perhaps it’s a child who struggles to transition between activities, who can’t sit still on the mat, or who avoids messy play entirely. These observations matter, and they may indicate that it’s time to work with an occupational therapist (OT).

But what exactly can an OT do for a child under five years of age? And how can educators work with OTs to create more inclusive, supportive classrooms?

The short answer: more than you might think.

It’s not just about handwriting

If you’ve heard of OT before, chances are you associate it with fine motor skills – things like pencil grip, scissors, or handwriting. While those skills are important, they’re just one piece of a much larger picture.

Occupational therapists work with children to support their participation in all aspects of the classroom, from sitting on the mat and following instructions to playing with peers, using the bathroom independently, and managing transitions and big emotions. OTs consider how a child interacts with people, environments, objects and tasks,  and how all of these impact their ability to learn and thrive.

Importantly, OT isn’t just for children with a formal diagnosis or developmental delay. It can help any child who’s struggling to fully engage in the kindy or long day care environment.

Signs a child may benefit from OT

It’s important to note that every child develops at their own pace, and not every challenge indicates a developmental delay. However, some behaviours may point to areas where an occupational therapist could help.

For example, a child who finds it very difficult to transition between tasks, who becomes upset when routines or familiar staff change, or who struggles to regulate their emotions throughout the day might benefit from additional support. Similarly, children who have difficulty with motor skills such as holding a crayon, using scissors, climbing, or balancing, or who are delayed in self-care skills like toileting and dressing, may also benefit from OT input.

Sensory sensitivities can also be a clue. Some children might cover their ears when it’s noisy, avoid certain textures, or become distressed by changes in lighting or sound. Others may seem to have endless energy, are constantly seeking movement, or are unable to sit still for group activities. You might also notice a child struggling to make friends, follow directions, or organise themselves in play. These aren’t signs that something is ‘wrong’ with the child – they’re signs that they may need a different kind of support to thrive.

Working together with your OT support

Early childhood educators have deep insight into children’s  day-to-day behaviour. They know what routines work, what triggers meltdowns, and how children respond in different environments. Occupational therapists bring a complementary lens, trained to understand how a child’s sensory processing, physical development, and emotional regulation affect their ability to learn and engage.

Together, educators and OTs can develop practical, realistic strategies that fit into existing classroom routines and help all children participate more confidently. These strategies might include creating a predictable visual schedule for the day, offering flexible seating options or using short, simple language and visual prompts to aid understanding.

Importantly, these strategies aren’t just beneficial for one child – they often help the whole group. What supports one child’s attention, confidence, or emotional regulation can create a more inclusive, calm and effective learning environment for everyone.

One big misconception is that OTs expect educators and teachers to implement long, unrealistic lists of activities. Experienced OTs understand the pressures educators face and aim to work with teachers to develop strategies that are practical and achievable. Collaboration between the OT, educator, families and other members of the school or centre team is key.

Raising the topic with parents

Talking to parents about a child’s need for additional support can be sensitive, but when done with care and a strengths-based approach, it can open the door to meaningful help.

Start by focusing on what the child is doing well, and then gently raise any concerns you’ve observed. For instance, you might say: “I’ve noticed that X is finding it difficult to manage changes in routine and often becomes distressed during transitions. These are areas an occupational therapist can really help with – they support children to feel more confident and in control.”

Rather than focusing on what a child can’t do, frame the conversation around their potential and how OT can help them succeed. Ask open-ended questions such as, “Have you noticed this at home too?” or “Do you know much about occupational therapy?” Reassure parents that OT is a common and helpful resource, not something to be afraid of or feel ashamed about.

Accessing OT support

Educators can connect with OTs in a range of ways, depending on location and need. Some early learning centres have relationships with local OTs or services, while others may work with private therapists or university clinics. Educators can also encourage parents to explore options in their area or invite an OT to speak with staff about how their work supports early learning environments.

At its core, the role of the OT is to work alongside educators and families to support each child’s participation and confidence, not to add extra tasks, but to find smart, practical ways to help children thrive in their everyday routines.

So if you’re noticing a child who’s struggling to fully engage, trust your professional instincts. Reach out, start a conversation, and know that you don’t have to figure it out alone. Occupational therapy might be just the support the children you care for – and your classroom – needs.