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 Beneficial?

Early support (sometimes called early intervention) is a term used to describe professional support offered to families when their children are within early childhood (0 – 6 years). Professionals delivering early support will often observe or ask questions about the child; they might provide options of additional tools or adult assistance; or they might provide advice to support and enable learning and development.

Research shows that during early childhood the brain exhibits a high degree of neuroplasticity, meaning it is more adaptable and capable of forming new neural connections in response to experiences. This makes early childhood one of the best times to learn and develop new skills in areas such as communication, physical and cognitive development.

All children—regardless of how and at what pace they develop—deserve environments that recognise their individuality and provide opportunities for meaningful engagement. Early support is widely recognised by policy and literature as being essential for emergent neurodivergent preschoolers, enhancing educational outcomes during a key developmental period before starting school (Bond et al., 2016).