The Early Years

Introduction to Early Years

The first six years of a child’s life are an extraordinary period of growth and development. It is during this time that the foundation for their future learning and development is built. Every child develops in their own unique way, reflecting the beauty of neurodiversity—the natural variation in how our brains function and process information. Embracing neurodiversity is key to understanding and supporting children as they navigate early developmental milestones.

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Understanding Developmental Milestones

Milestones in early childhood serve as helpful checkpoints, not rigid markers of progress.

From birth to age three, over 80% of a child’s brain is formed, and early interactions play a pivotal role in shaping this development. Every time a baby interacts with caregivers—through touch, eye contact, or words—millions of new brain connections are made. These “serve and return” moments form the basis of learning, emotional well-being, and behaviour, both now and into the future.

Between the ages of four to six, children typically transition into formal education, yet the path to get there is not linear. Each child’s development is unique, influenced by their experiences, environment, and individual strengths. Milestones like walking, talking, or playing with others may be reached at different rates, and that’s okay. The focus should be on creating nurturing, supportive spaces where all children feel valued and are given the tools to learn and develop at their own pace.

The Northern Ireland Social Care Council has created a useful resource to understand more about developmental milestones. Professionals and parents can use these checkpoints to have open conversations about a child’s development, collaborating to identify areas where additional support might be needed.

What is Early Support and Why is it Valuable?

Early support refers to attuned, collaborative and relational guidance offered to families and children in early childhood (approximately 0–6 years). The purpose of early support is not to change or correct a child’s development, but to understand their individual profile and ensure they have access to environments, relationships and opportunities that are responsive to their needs.

Professionals providing early support work alongside families to learn about the child’s strengths, interests, sensory profile and preferred ways of communicating and participating. This may involve offering strategies, resources or adaptations that enhance comfort, connection and learning within everyday routines.

Research in early childhood highlights the significance of responsive and supportive environments during this period. The developing brain benefits from rich, nurturing experiences and consistent relational support, which help children explore, communicate and grow in ways that are authentic to them. This is relevant for all children, regardless of developmental pathway or pace.

Early support is widely recognised in policy and research as promoting inclusion, participation and well-being for young neurodivergent children. It affirms their diverse developmental trajectories and ensures they are supported to flourish as they move towards their educational journey.