Perfectly Made Early Childhood Intervention

Perfectly Made Early Childhood Intervention Perfectly Made Early Childhood Intervention I have a passion, extensive experience and additional qualification in autism and neurodiversity.

I offer comprehensive early childhood intervention tailored to children aged 0-8 years, where their unique strengths and needs are embraced. As an experienced practitioner and a mother of five children, including four who are autistic and have ADHD as well as other challenges, I am dedicated to supporting the growth and development of every child and their families. My wide-ranging services encompass early literacy and numeracy support, social and emotional learning, fine and gross motor skill development, Lego play therapy, transition to school, and the highly effective SoundsWrite program. By fostering a nurturing environment, I create a solid foundation for your child's educational journey and overall well-being. Children with vision impairments hold a special place in my heart, as my daughter is legally blind. Drawing from personal experience, I offer specialised assistance to children facing similar challenges, ensuring they receive the individualised support they need to thrive. With two early childhood degrees, including an Honours research in exploring the power of play as an educational tool, and a postgraduate qualification in autism, I bring a wealth of knowledge and expertise to the table. My specialisation in autism and ADHD equips me with valuable insights to effectively support children with these neurological profiles. As a neuroaffirming practitioner, I embrace a positive and inclusive approach that recognises and celebrates the strengths and abilities of every child. By creating a supportive and accepting environment, I foster their self-esteem and promote a sense of belonging. I am well-versed in the best practices of the National Disability Insurance Scheme (NDIS) and am able to provide support in a key worker role. Through this collaborative approach, I work closely with families and other professionals to ensure a holistic and coordinated approach to intervention. I am passionate about working closely with both the child and their family, recognising the crucial role family plays in a child's growth and development. By collaborating and creating a supportive partnership, we can navigate challenges together and achieve meaningful progress. As part of my commitment to comprehensive support, I offer SoundsWrite tutoring style intervention, an evidence-based program that enhances literacy skills. By utilising this proven methodology, I equip children with the tools they need for successful reading and writing. I chose the name Perfectly Made, because I believe each child is already made perfect. I don’t seek to change them or ‘fix’ them, because they aren’t broken in any way. Instead, your child's unique abilities are cherished, and wholistically I aim to unlock their potential within. If this is what you are after, feel free to contact me to explore how my neuroaffirming approach and expertise can make a difference in your child's life. Together, we will navigate the path to growth, development, and success

30/12/2025

Here’s Emily playing next to her big brother. She loves when someone is near her. She explores her environment with her hands and her feet. Her feet give her so much feedback about who is nearby and what she’s feeling. Her feet and hands are always on the go. I love little interactions like these where she’s happy just having a sibling nearby. He periodically stops playing and gives her attention too, which always means huge smiles. I love these little moments between the siblings.

29/12/2025

Play = vagal tone activation. It's how the nervous system LEARNS to regulate. It builds resilience, social connection, and emotional flexibility. When kids are "too hyper" or "can't focus," they don't need LESS play, they need MORE. Play isn't the break from learning. Play IS the learning. 📣📣📣📣📣📣📣📣📣📣

24/12/2025

FUN CROSSING MIDLINE ACTIVITIES FOR KIDS

“What does crossing midline mean?

Crossing midline is when you move your hand, foot, or another body part across the middle of your body to the other side. It helps your brain and body work together.

These activities are great for building coordination, focus, and motor skills.

Clapping Games:
Play games like Pat-a-Cake where hands cross over to clap.

Reaching for Toys:
Place toys on one side and have kids grab them with the opposite hand.

High-Five Across:
High-five a friend using the opposite hand.

Stringing Beads:
Use one hand to hold the string and the other to thread beads.

Drawing Big Rainbows:
Use crayons or markers to draw big arcs across the paper.

Hula Hooping:
Swing the hoop around the waist or arms.

Catching Scarves:
Toss scarves in the air and catch them with the opposite hand.

Scooping Sand or Water:
Use one hand to scoop and pour into a bucket on the other side.

Popping Bubbles:
Pop bubbles on the opposite side of the body.

Simon Says:
Add moves like Touch your left knee with your right hand.

Yoga Poses:
Try poses like "Twisting Pretzel" where arms and legs cross.”

Source: The Daycare Teacher Stories

18/12/2025

It has been an absolutely horrific time in Australia following the attack on the Jewish community at Bondi.

I’ll be very honest.
I have really, really struggled to process it.
Each time I try, my brain shuts down.
It’s a lot to do with how I was raised to avoid conflict and trauma.

And it’s not helpful.
It keeps me from connecting with the enormous grief of the event.
It keeps me from acting.
And it’s privilege that lets me disconnect from such a thing.

After days of trying to process, I made this.
I needed a scaffold.
I needed a way to try and walk through the different things.
I needed a place to put them in my brain.
I needed a bit of order for all the disorder.

I filled it out as I went.
I found it somewhat helpful. And also confronting.
It allowed me to distill all my messy thoughts down into the essential ones, and gave me some clear actions moving forward.

It’s up as a free download if you think it might be helpful to you or someone you know. You’re welcome to share it if you want.

My heart hurts for those involved in the attack, and for the wider Jewish community. It’s not fair. It’s devastating, and so deeply inhumane.

If you have any links or suggestions for how we can all support you at this time, please let us know.

Em

29/11/2025

Here my little Em is having some play time. I was at her eye level when she was on her side playing with me but she decided to roll on to her back. I’m sharing this little interaction to highlight how she uses her sense of touch. She uses her hands and feet to be some of her eyesight - notice her feet are feeling her surroundings. She does this all day long. She gets the biggest smiles when we touch her feet. I usually touch her feet gently before I come up to her face to say hello so that I don’t scare her. Also notice her reaction to the squeal of her older sibling at the end of the video. Life of a neurodivergent household - never a dull moment 😜

29/11/2025

This week I attended the Thriving Kids deep dive on behalf of Professionals Australia and raised critical issues on behalf of allied health professionals, families, and children.
Key points we highlighted:
🔵GP-led access won’t work — especially in regional/remote areas. Families often don’t have a consistent GP, many have closed books or long wait times, and trust is essential before sharing concerns.
🔵Protect the existing workforce. Predominantly women, mothers, many neurodivergent or disabled. Credentialling and funding must not exclude experienced practitioners, and private practices must be recognised for their central role.
🔵Children outside “typical” settings must not be missed. Many are not in ECEC or school; supports must be accessible before families reach these systems.
🔵 Programs must be co-designed with disability community oversight valuing lived experience at all stages of planning and implementation. Not just health, professional or education stakeholders.
🔵Follow the Best Practice Framework. Evidence-informed care must balance research, practitioner expertise, and lived experience—not generic, predetermined programs.
🔵Supports must align with the social and human rights model of disability. We must avoid replicating medical-model approaches used in health departments or behavioural models currently used in schools.
🔵Children need the right supports, not “one-size-fits-all.” For example, a child with Childhood Apraxia of Speech requires targeted Speech Pathology, not a key worker—high-quality early intervention matters. Supports must acknowledge the needs of the child across all areas of their lives.
🔵Supports must be trauma-aware, local, flexible and culturally safe. Many families cannot access GPs, ECEC or CFHN clinics; multiple community-based pathways are essential.
❤️We’ll continue advocating for a Thriving Kids model that is evidence-informed, genuinely codesigned, grounded in the social and human rights model of disability, and ensures every child can access the supports they need—when they need them. We acknowledge the importance that every service be supported to become culturally safe and that First Nations children and communities need First Nations led, community-controlled services.

28/11/2025

‘Let’s Wait and See’ Is a harmful delay tactic. 🛑✋

“Wait and see” doesn’t appear in the Children & families act, It doesn’t appear in the SEND regulations & It doesn’t appear in the Code of Practice.

That’s because it’s not a process. It’s not best practice. It’s not supportive at all! It’s a delay tactic (dressed up as “professional judgement”) and our children pay the price for that!

What does “Let’s wait and see” really mean? 👇🏻

“Let’s watch them struggle first.
Let’s plop them into deep water and see how long they can tread.
Let’s pretend we don’t see them kicking to survive (after all, we need to promote independence and resilience, and we wouldn’t want them becoming overly reliant on us).
Let’s consider throwing them a rubber ring once their head finally goes under water.
Then we’ll know if they REALLY need help or not.
At least once we see them truly reach breaking point, we can finally stop questioning their needs and put some support in place” 😓

No child should have to reach crisis before anyone lifts a finger 😩. No parent should be told to sit back and wait while everything falls apart.

Early Help isn’t optional. Support isn’t optional.
Reasonable adjustments aren’t optional

And “wait and see” is nothing more than a polite way of saying “We’ll act when it’s too late.”

I’ve been working on a case this week with the sweetest child, the kind of child who masks so well that the outside world sees “fine” while his inside world is falling apart. A child who was left by the very professionals who were supposed to offer ‘Early Help’.

His mother was told…

“Let’s see how he goes over the next year.”
“Let’s wait and see.”

But amazing mum refused to wait. Mama bear smashed it and got the EHCP anyway!

I wonder how many of us have been fed the same line? How many times have we heard…

“Let’s wait and see…” whilst watching our child sink?

I was told it so often by my son’s first SENCO that we had no choice but to remove him from that school.
Thankfully, his second SENCO got masking kids.

Sending so much love to anyone in this sad situation

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Thirlmere, NSW

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