Playful Connections

06/03/2026

You might have heard about Gestalt Language Processing, particularly for Autistic children, but what does that actually mean we DO when supporting language development!

More than ever, we lean into interests, we listen and interpret, we join in shared experiences and we shift our thinking.

We stop looking at words as the only building blocks and embrace phrase based learning. We start with the phrase and then gradually, we work “backwards” to support shifts to include new vocabulary.

We acknowledge the power of the experience and we interpret all communication as intentional and meaningful.

It just makes sense - model language based on what a child is doing, what they love and what drives them! Show them you get them, and embrace who they are. Connection comes first, always.

18/02/2026

My thoughts on building strong relationships while still advocating for child! A really complex, nuanced area. This response is based on my own experiences and those of my client families - remember that every situation is different 💕

⭐️ acknowledge that it’s hard and let that feel ok! When we’re potentially undoing decades of people pleasing, advocacy can feel really really confronting!
⭐️ remember that face to face discussions may be hard at drop off and pick up when a teacher is juggling lots of balls
⭐️ make time for connection with the teacher in the morning and keep it simple - let the complex stuff be shared in another way.
⭐️ Use email, school app, or a communication book to share any concerns, questions or ideas
⭐️ Share what you see, ask and get curious about what they see
⭐️ Use your team and offer to share what you know that helps your child
⭐️ Written communication allows you time to organise your thoughts, reflect and edit - it allows a teacher time to process, reflect and respond
⭐️ Ask to make a time to catch up in person to have a deeper discussion.
⭐️ Remember that it takes time for relationships to build, both for you and your child.

11/02/2026

This one is for the adults - because how we communicate matters!

We were taught that a lack of response to someone saying our name was rude and disrespectful. We attach huge moral value on how children respond to repeated use of their name. When there’s no response, it’s easy to assume they’re being rude, ignoring us, or choosing not to listen - because that’s what we were taught!

But it’s often more complex, and a simple shift in our mindset and approach can really flip that script.

For many children, their name on its own doesn’t give enough information to allow a response.
In fact, hearing their name might not even tell them you want something from them — it can simply register as “oh, someone is saying my name, cool!”

A name doesn’t explain why you’re calling, what’s coming next, or what’s expected. That missing context matters, especially for children who need more processing time, who are deeply focused, or who need more information about why!

Instead of repeating a child’s name over and over, try pairing it with your intention - “I have a question for you, “I want to tell you something”, “I have something to show you”.

When we only use a name, some children stay where they are — not because they don’t care, but because their brain hasn’t yet been given a reason to shift attention.

It’s not about children listening harder.
It’s about us communicating more clearly so it makes sense!

09/02/2026

This question got over the line by a handful of votes!

It’s a long answer because it’s a layered question, and connected support can’t be condensed to a catch phrase!

Being neuroaffirming doesn’t mean we just accept all behaviours, anywhere, anytime.

Yes, we can still have boundaries, but they have to occur alongside connection and understanding.

The first question when a behaviour shows up is:
Is this actually a problem?
Or is it a problem because society tells us it is?
Because it makes adults uncomfortable?
Because it doesn’t fit with how we were raised to think things “should” look?

Some behaviours don’t need “fixing” - they need a shift in adult expectation or understanding. This takes huge vulnerability!

If a behaviour is unsafe or is having a negative impact on others, then we need to get curious.
What is the communication behind this behaviour?
Is the environment working for this child?
Are the demands too high, or too low?
Does this child have another way to tell us how they’re feeling?

While we’re figuring that out, we still hold boundaries.
We can say: this behaviour isn’t okay in this space, and also say:
I see you. I know things are feeling hard. I’m with you, and we’re going to work this out.

Neuroaffirming boundaries are about safety, respect, and understanding for everyone in the space. They’re about collaboration and not relying on quick fixes.

04/02/2026

Some posts arrive in my head fully written - this was one of them 💕

I’m always here for anyone willing to be vulnerable and ready to learn more 💫

26/01/2026

🥰 I have limited capacity for some new families to join me in 2026.

🧐 If you’re wondering what supports your child may need - please reach out for a free chat!

🌟 I focus on slowing down, getting curious and meeting you and your child where you are at.

21/01/2026

👋 2026

💕These words are the heart of Playful Connections

🌻Embracing curiosity, slowing down, shifting the lens and respecting where everyone is at

🥰The joy in my work comes from being with families and educators as we build relationships and navigate communication and behaviour together

🌱 Small moments can create big change and build deep understanding - I’m here for it!

14/01/2026

I posted this in my stories last week and it got a lot of love and “tell me how you goes” - so I’m putting it here to remind myself to keep you updated, and keep myself accountable.

Honestly - I tidied my work space today and then sat at my desk and felt the heaviness of all the things start to return. So I’ve had a cry, taken a breath, taken a break and picked up my book again!!

My work is all about connection and meeting kids where they are at - I’m giving myself the same grace right now. And hopefully showing that it’s ok to slow down and be exactly where you need to be at the same time 💕

02/01/2026

Today marks a big milestone.

I’m glad to see the back of 2025 - it was tough in so many ways.

I’m welcoming 2026 gently, and with hope 💕💕

12/10/2025

🙉 Stick with me here as I share my starting term reflections!

💪 For years I tried to form “healthy habits” - jumping on exercise bandwagons, beating myself up when I inevitably fell off! I was all or nothing, if I missed a day I felt like a failure and just gave up.

🧠 Now I understand my brain works on ROUTINE - not habits! If I really unpack it, there are lots of little routines I have in my day that I barely notice. But the most important one for my mental health, and for the purposes of this explanation, has been understanding how exercise can be part of my routine.

✅ For me, that means it starts the night before - getting all my stuff out and ready before bed, having lights out by 10pm, knowing what I’m going to wake up and do so I’m not stuck with indecision in the morning!

🤷🏻‍♀️Because it’s part of a routine, it does mean that sometimes the steps don’t line up and then the exercise doesn’t happen - but I no longer beat myself up about it because I know when the conditions are right again, I’ll do it. This means I can miss a day (or even 2 weeks in the school holidays) and not feel like a failure!

🤔 How does this relate to my work and why am I posting it here?!
When conditions are right, when the steps are in place - we set kids up to succeed. We can also show them that sometimes the conditions aren’t right, and when that happens it’s ok if the outcomes looks and feels different.

💗 When we think about supporting kids, this idea really matters.
If a child doesn’t do something we thought they could or would, it’s worth pausing to reflect: Were the steps of their routine in place? Were the conditions right for success? Often it’s not about can’t or won’t, it’s about what was missing from the sequence that helps them feel safe, ready, and supported.

🌱 Routines and predictably help us to thrive, we also need to show ourselves compassion when life gets messy or looks different! It’s not about white knuckling it and “never giving up” - it’s about responding to our needs and the environment around us.

23/09/2025

🌟 Have you been wondering about your child’s communication development?
🌸Are they commencing in a new environment in 2026 and you’d like to be sure their needs are met?

🤹🏻‍♀️ Term 4 is always a bit topsy turvy, but that also means I have a handful of appointment times available across the term to offer for one-off screeners or initial consults!

Making a referral is as easy as giving me a call, or heading to my website and filling in the referral form 💕💕

Speech Pathology services and Neurodiversity Consultant

10/09/2025

💫 My referral pathways very intentionally focus on the early years — not because I don’t enjoy working with older children, but because my expertise lies in supporting, educating, and empowering families right from the beginning.

🌸 Early “intervention” is about building the skills and capacity of families and children so they can thrive. My goal is to help families face future challenges and curve balls with confidence, and with the knowledge of where to turn for support when it’s needed.

📣 Giving children a voice — and options for how they use it — as early as possible nurtures their self-advocacy skills, strengthens their connections, and supports their sense of identity.

🥰 I work alongside families and children as they grow, through changing needs and environments. This allows me to create deep, lasting connections built on trust and shared experiences. It’s a privilege I never take for granted. 💜