Topic: Stronger Seeds, Taller Trees

The body processes sensory information from the external environment and from internal body signals.

The sensory systems include sight, smell, sound, taste, touch, proprioception (body position), vestibular (balance) and interoception (internal body signals).

Some children may process sensory information differently and it can impact their participation in everyday life.

Signs of sensory processing differences:

• seeking sensations more than other children (touching, smelling or licking textures, closely watching moving objects, difficulty sitting still)
• actively avoiding sensations in a way which does not fit the environment (distress at ordinary sensory experiences, blocking out sensations)
• passively avoiding (upset in busy/noisy environments/when touched, easily distracted, selective with food)
• being a ‘bystander’ with sensations (high pain threshold, appearing to ‘tune out’)

Read more:

Sensory Seeking vs Sensory Sensitive

Sensory processing difficulties

When to refer:

Refer to an occupational therapist when a child’s sensory processing differences interfere with everyday routines or engagement in learning. Early referral is key in improving functional, social and academic outcomes.

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Where and how to refer

These articles are written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.

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Aboriginal and Torres Strait Islander children experience some of the highest rates of Otitis Media and associated hearing loss in the world, with inequity fundamentally implicated.

Left untreated, these conditions are directly linked to serious and long-term complications. These include poor medical health, delayed communication and social skill development, challenging behaviour and learning difficulties.

Regular ear checks, hearing assessments and onward referrals to ENTs are crucial in supporting positive outcomes for Aboriginal and Torres Strait Islander children with Otitis Media.

Empowering Aboriginal and Torres Strait Islander families to connect with health, cultural, and community services is another important part of supporting their children’s health and wellbeing.

Find more information for families about Otitis Media.

Aboriginal Health Services

It is essential to empower Aboriginal and Torres Strait Islander families to connect with health, cultural and community services early to support their children’s health and wellbeing.

South Western Sydney Local Health District Aboriginal Health Service Directory

Macarthur Family and Youth Services

Tharawal Aboriginal Corporation – Airds

Gandangara Aboriginal Health Services – Liverpool

KARI Aboriginal Community Programs – Liverpool

These articles are written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.

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Gross motor skills are foundational skills required for the development of play, self-care, fine motor and academic skills.

Providing education for families in relation to the importance of foundational gross motor skills is important.

When to refer:

Make a referral to a paediatric physiotherapist when a child is not achieving age-appropriate motor milestones or has difficulty with physical activities.

An occupational therapy referral could also be considered for the child’s functional engagement in everyday activities requiring physical motor skills.

Early referral and access to the right service is important for both the child and parent/carer.

Where and how to refer

Children who present with (but not limited to) the following difficulties should be referred for further assessment:

• not meeting motor development milestones eg sitting, crawling, walking
• difficulty performing everyday motor tasks and activities requiring balance and coordination eg walking up/downstairs, helping with dressing, running into things or tripping over
• poor posture eg difficulty holding posture to sit unsupported in a chair to eat, w-sitting, leaning on objects and people for stability
• increased fatigue when having to engage in gross motor tasks and activities
• avoidance of movement and gross motor tasks and activities

 Encourage parents to:

• prioritise floor tummy time for infants
• avoid seated baby equipment eg baby walker and exercise jumpers
• promote outdoor play and people games for children of all ages
• access parks and playgroups to practise gross motor skills

Resources by age:

• Babies (3-12 months)
• Toddlers (1-3 years)
• Preschoolers (3-5 years)
• School age (5-8 years)

Screen time effects and guidelines

Breastfeeding is universally acknowledged as the best way to feed a baby, providing significant health benefits for both mother and baby.

Exclusive breastfeeding for the first six months provides necessary nutrients and energy, helps develop a strong immune system, supports jaw and mouth development, and reduces obesity risk. Source 1

For mothers, breastfeeding can lower the risk of breast and ovarian cancer, type 2 diabetes, and enhances bonding through oxytocin release.  Source 1, Source 2

Pregnancy can also increase vulnerability to mental health issues, with anxiety disorders affecting 10 to 20 per cent of mothers, often co-occurring with depression. Source 3

Where to refer?

If experiencing mental health symptoms or concerns about breastfeeding, mothers can seek support from services like:

• NSW Perinatal Infant Mental Health Services
• Australian Breastfeeding Association
• Karitane
• Tresillian
• Pregnancy Birth and Baby
• Child and Family Health Nursing Services

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Multilingualism has been linked with many benefits for children and families.

Children may learn multiple languages simultaneously, and may show a preference for one language.

Receptive language skills are key in determining if speech pathology intervention is required for multilingual children.

The amount of exposure to each language directly impacts language acquisition, and the trajectory of language development for multilingual children can differ from monolingual children. 

When a child has strong skills in their first language, they are better able to learn additional languages.

Early referral to speech pathology is critical if a child is having difficulty with understanding and following verbal information in their primary language.

Additional resources

Speech pathology service directory in South Western Sydney

23-minute webinar: The Benefits of Multilingualism

Interview for careforkids.com.au: Teaching multiple languages to under fives

Expert in the field of multilingualism: Paola Escudero

These articles are written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.

It can be difficult to know when a child’s behaviour is a typical developmental stage or whether further intervention is needed.

Examples of challenging behaviour include:

• defiance/refusing age-appropriate requests
• overly fussy such as difficulty settling
• hurting self/others
• excessively angry when refused their wishes
• ongoing or frequent emotional outbursts

When to refer?

Challenging behaviour is part of typical development.

However, families need support if their child’s behaviour is impacting on family functioning, the child’s engagement in daily tasks and learning environments, or if there are safety concerns.

Some behaviours may be due to an undiagnosed developmental delay (e.g., social, emotional, communication), disability or trauma.

Where to refer?

• psychologist or family therapist
• parent-child interaction therapist
• parenting education program such as Circle of Security or Tuning in to Kids

 Find out more

• where and how to refer
• parent child interaction therapist
• EACH referral
• parent handouts (English, Vietnamese, Arabic) 

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These articles are written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.

One in four children in South Western Sydney are at risk of delayed fine motor skills.

The importance of fine motor skills

Fine motor skills allow children to participate in play, self-care and school-based tasks. Early intervention services can maximise outcomes for children who may be having difficulty learning these skills.

Fine motor skills include:

• hand and finger strength
• hand preference
• using two hands together
• hand-eye coordination
• object and pencil grasp
• cutting skills
• drawing and handwriting skills

 Screen and refer

Every appointment is an opportunity to screen a child’s fine motor skills. It is more important than ever to refer to occupational therapy early as waiting times in both public and private services are increasing.

How to identify a fine motor delay

Quick checklist by age

Occupational therapy: Where and how to refer

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