One in Five Children: A Call to Notice, Understand, and Act

‍After more than 30 years working alongside children and families, much of that time in early childhood education, I have developed a deep respect for the powerful role educators play in shaping young lives. At the same time, I’ve become increasingly aware of how many children show signs of developmental delay or difference and, how often those signs go unnoticed or unsupported. ‍

The 2024 Australian Early Development Census (AEDC) NSW report reveals that 20.5% of children require further assessment when they begin school. That’s one in five children, in addition to the 6.7% already identified with developmental differences or disabilities. These numbers are not just statistics, they represent real children, each with potential waiting to be recognised and supported.

Who's Supporting the Educators? Why Professional Supervision Is the Key.

If you’re working in early childhood education, chances are you love what you do—but let’s be real, it’s not always easy. Between managing challenging behaviours, supporting families, and trying to meet every child where they’re at developmentally, the job can get overwhelming. And while your focus is on giving children the best possible start in life, who’s making sure you have the support you need?

This is where professional supervision is vital. It is a standard practice in professions such as social work, therapy, and crisis intervention—fields where supporting others is central to the role. However, in early childhood education, it is often overlooked, which leaves a significant gap in professional support and development.

So... What Is Professional Supervision Anyway?

Recently, I had the privilege of meeting with an early intervention practitioner who was deeply concerned about a child she was supporting. She expressed how she felt the child was misunderstood by his preschool educators. Having worked closely with him for some time, she had built a strong, trusting relationship with both the child and his family. She could read his cues and respond to his emotional and physical needs with care and consistency. He knew he could turn to her for support, feeling safe and secure in knowing his needs would be met.

As she shared her concerns, it was obvious how much she genuinely cared for this child. Not only was she his advocate, but she also put in considerable effort to help his preschool educators understand his unique needs and the impact of the trauma he had experienced. She hoped to share strategies that had worked for him, aiming to help the educators better support him.

Early Childhood Professionals are experts in early childhood development. They have a deep understanding of developmental milestones, developmentally appropriate practise and the importance of play. Their passion and dedication to supporting children to reach their full potential is inspiring.

However, there’s one area that often leaves Early Childhood Professionals weary, wary and bewildered, and that’s behaviours. Not just any behaviours, I’m talking about big behaviours, such as oppositional behaviours or behaviours that result in others getting hurt or injured or property being damaged, melt downs, explosive tantrums, self-harming behaviours, escaping and fleeing behaviours and the list goes on.