See the Signs, Shape the Future: The Power of Early Childhood Educators

‍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.

Through my work as both an inclusion support teacher and early childhood teacher, and through ongoing conversations with professionals across the sector, one thing is clear: educators care deeply. Yet many are working within systems that are fast paced, demanding, and often overwhelming.

Research confirms that early childhood educators face a high risk of burnout, which can impact both staff wellbeing and outcomes for children.

In such environments, it’s understandable that priorities shift toward immediate needs of safety, behaviour guidance, and administrative responsibilities. But within these everyday moments lies something incredibly powerful: the opportunity to notice, to reflect, and to respond.

Noticing Milestones, Unlocking Potential

When discussing developmental milestones with educators during workshops, I’ve seen a genuine willingness to learn, paired with an opportunity for growth. Some educators shared they were unsure of when certain milestones typically occur, while others didn’t realise that following up on developmental concerns was part of their professional role.

This is not a short-coming, it’s an opportunity.

Understanding developmental milestones gives educators a lens through which to truly see each child. While every child develops at their own pace, having a clear sense of expected developmental ranges allows educators to recognise when a child may benefit from additional support.

Frameworks such as the Developmental Milestone Framework, aligned with the National Quality Standards (NQS) and Early Years Learning Framework (EYLF), are there to guide and support this work. When educators actively engage with this knowledge, they strengthen their ability to make a lasting difference.

As Aristotle wisely noted,

“The more you know, the more you realise you don’t know.”

In education, this isn’t a limitation, it’s an invitation to keep growing.

Finding Confidence to Take the Next Step

Many educators already recognise when a child may have developmental concerns. The challenge often lies in what comes next.

Conversations with families can feel sensitive. Responses like, “The family isn’t worried”, “not approachable”, or “We’ve done all we can,” are common, not because educators don’t care, but because they may feel unsure, unsupported, or hesitant.

But here’s the truth: Your voice matters!

Approaching families with empathy, curiosity, and shared concern can open doors. You are not expected to have all the answers, but you are in a unique position to begin the conversation, to guide, and to advocate.

Engagement Matters: Learning Through Connection

In today’s busy environments, educators often find themselves supervising more than engaging. Yet meaningful interaction is where the magic happens.

When educators connect with children through play, conversation, and shared experiences, they are not only building relationships, but also strengthening the neural foundations for communication, emotional regulation, and social understanding.

Active supervision doesn’t mean standing back, it means being present, aware, and involved. With intention and practice, educators can both ensure safety and create rich, responsive learning experiences.

To quote Dr John Trainer,

“Children are not a distraction from more important work. They are the most important work.”

Small Observations, Big Impact

Consider Matilda, a 19-year-old educator completing her Certificate III during a gap year. In just one small centre, she noticed a number of children experiencing speech and communication delays. That observation shaped her future career path in speech pathology.

If one new educator can notice this, imagine the impact of a sector full of empowered, observant, and confident professionals. Across thousands of early childhood settings, how many children might be waiting for someone to notice?

You Can Make the Difference

EVERY EDUCATOR HAS THE ABILITY TO CHANGE A CHILD’S TRAJECTORY

Recognising developmental concerns isn’t about labelling, it’s about understanding. It’s about trusting your professional instincts, building your knowledge and taking action when it matters most.

When educators notice early, respond thoughtfully, and support consistently, they create pathways for children to thrive.

“Early support can close gaps, build skills, and prepare children for school more effectively” (Building Blocks, 2026).

You’re not expected to do it all, but the small, intentional actions you take can make a lasting difference in a child’s life.

Notice early - Act early - Create greater possibilities

‍‍By Kate Blythe - April 12, 2026

Want to learn more?

To support educators in building this knowledge, confidence, and capacity, Empowered Minds Training & Consultancy offers targeted professional learning services tailored to the needs of early childhood settings. Whether you are beginning your journey or strengthening existing practice, the right support can empower you and your team to recognise developmental concerns, respond with confidence, and create meaningful change. Because when educators are supported, children are given the best possible opportunity to thrive.

You Can Help This Child! — Empowered Minds Training & Consultancy

Enhance your knowledge, boost your confidence and strengthen your wellbeing with us – through dedicated training and support.

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REFERENCES:

Australian Bureau of Statistics
Australian Bureau of Statistics

Australian Childre’s Education and Care Quality Authority (ACECQA)
DevelopmentalMilestonesEYLFandNQS.pdf

‍Australian Early Development Census (AEDC) 2024                                                                   Home | Australian Early Development Census (AEDC) ‍

Building Blocks Therapy 2026
The Importance of Early Identification in Therapy for Children ‍

Issues in Educational Research, 33(1), 2023: Early childhood educator’s burnout: A systematic review of the determinants and effectiveness of interventions
www.iier.org.au/iier33/ng.pdf

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