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Being a kid can be tough! They experience big emotions but don’t yet have the emotional regulation tools to understand why, or what they can do to help themselves feel better.

Children’s behaviour is how they communicate their needs, emotions, and reactions - especially before they have strong language or communication skills.

Children with disability or developmental delay may develop emotional regulation skills more slowly, differently, or need additional support to learn how to manage their feelings.

Why emotional regulation might be more challenging

• Communication difficulties - a child who experiences difficulties with communication may express their wants, needs or feelings through behaviours, particularly when they are unable to communicate effectively.
• Sensory processing - loud sounds, bright lights, certain textures and many other sensory stimuli can overwhelm some children, leading to big emotional reactions.
• Cognitive delays - a child may not fully understand what they’re feeling or how to respond.
• Social differences - some children may struggle to read social cues or recognise others’ emotions.
• Anxiety or trauma - past experiences or brain differences may make it harder for some children to stay calm, particularly if overwhelmed.

Emotional regulation in children with disability or developmental delay

What is a tantrum?

• Often a tantrum occurs when a child is trying to get something - a toy, a treat, attention - or get their way.
• During a tantrum, the child is somewhat in control and may stop the moment they get what they want, or if they realise it's not working.
• Remember: tantrums are typical for young children as they learn how to handle big feelings.

What is a meltdown?

• A meltdown happens when a child's brain is overloaded - possibly from sensory overload, stress, or frustration.
• A meltdown is not about getting something. This child isn’t in control and can't just stop - even if they want to.
• Meltdowns can be common for children with autism, ADHD, developmental delay or sensory issues, but they can also happen to any child under stress.

What can we do to help?

Supporting a parent whose child is having a meltdown is all about being calm, non-judgmental, and helpful, without stepping on toes. Here's how to do that in a respectful and supportive way:

• Stay calm and non-judgmental - a kind look can go a long way
• Gently offer support - "Is there anything I can do to help?"
• Create space or reduce pressure - let others know to give the child and family space
• Be a calm presence - just standing nearby, calm and kind, can be reassuring—especially if the parent is feeling overwhelmed.

Responses that aren’t helpful and can make things harder

• Judging or criticising: try to avoid comments like, “they just need discipline”, “that wouldn’t happen if you…”, “are you sure it’s not just a tantrum?” These can feel dismissive and hurtful.
• Touching the child (unless asked) - if a child is struggling physically, only step in if the parent or carer asks.
• Offering advice in the moment - a meltdown is not the right time for parenting tips or stories about your experiences.

Parents/carers may be feeling embarrassed, overwhelmed, isolated and judged. The best way to help is to be kind, patient, and supportive - even a simple “You’ve got this, it’s okay” can make a world of difference.

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Community playgroups come in all shapes and sizes—and that’s the beauty of them! Each one is as unique as the families who attend.

Some playgroups are more structured, following a regular routine with planned activities each week. Others are more relaxed, with free play guiding the session. There’s no right or wrong way to run a playgroup—they’re all wonderful in their own way!

For some children, having more structure and routine can:

• Reduce anxiety
• Help them feel safe and secure
• Make it easier to understand what is happening next

For others, too much structure can feel overwhelming, and a more relaxed, free-play style is a better fit. If your playgroup includes children who thrive with more routine, here are some simple tips for weaving it into your session:

Create a visual schedule

A picture-based or written schedule showing the day’s flow helps children understand what to expect—even if they’re not yet using words.

Example routine:

• Arrival & free play
• Mat time (songs, stories, etc.)
• Snack time
• Structured activity (e.g. playdough, craft etc.)
• More free play
• Goodbye song

Keeping the structure consistent each session - while changing up the activities - helps build familiarity.

Give transition warnings

Moving on from a fun activity can be tough especially when children are deeply engaged. Try giving clear, gentle warnings:

• “5 more minutes of playdough...”
• Then a “1-minute warning...”
• Then can count to 10 before packing away

These small warnings give children time to process and prepare for the next thing. Also, if you have visual timers like sand timers, these can be really helpful in aiding transitions!

Use songs, visuals or auditory cues

Many children respond well to song and auditory cues. For example, you can try:

• A clean-up song to support packing away: “Everybody pack away, pack away, pack away”
• A transition song: “If you’re ready to eat snack, clap your hands”
• Instruments like a bell or a shaker to signal change

Get creaive! You can use any familiar nursery tune and make up your own words. (Bonus: when parents join in, it makes it even more fun!)

End with a goodbye song

Leaving can be tricky when playgroup is so much fun! A goodbye song can help children understand that the session is ending and it’s time to go home. Get creative and make one up that suits your group!

A few gentle reminders:

• Not all children will want to join every activity - and that’s ok! Let them engage at their own pace.
• Adjust the routine based on what works best for your group. It’s ok to change things up.
• Parents and carers are powerful role models. Simple things like joining in, sitting on the mat, or washing hands help guide children’s behaviour.

Whether your playgroup runs like clockwork or flows freely with the energy of the day, what matters most is that children and families feel welcome, safe, and connected. Every playgroup is different, and that’s what makes our community so special.

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Fine motor skills involve the coordination of small muscles in the wrists, hands, and fingers, allowing children to grasp, manipulate, and control objects. Developing strong fine motor skills is important for a child's independence and participation in various activities, such as writing, buttoning clothes, using utensils, and manipulating small objects.

Fine motor skills can be tricky for some children. You may notice if a child avoids participating in certain activities at home, playgroup, kindy etc., they may have some fine motor difficulties. Sometimes fine motor challenges are not recognised until a child starts school and there is a higher demand for fine motor activities, such as writing and cutting.

Some children with disability or developmental delay may struggle a bit more with fine motor activities and it can take longer for them to develop these skills, movements and control.

Why are fine motor development important?

• School readiness - Supports writing, cutting, turning pages of a book and using other school tools
• Activities of daily living - Enables independent dressing, feeding, and hygiene tasks, like brushing teeth and hair.
• Cognitive development - Activities that improve fine motor skills like puzzles, stacking blocks, or threading beads enhances hand-eye coordination and problem solving.
• Supports brain development - Fine motor activities stimulate areas of the brain responsible for planning, problems-solving, and coordination. This helps with overall cognitive development, including focus and attention, memory and spatial awareness.

How can we support fine motor development at playgroup?

Playgroup is a great opportunity to explore activities that encourage children to use their hands and fingers and develop their fine motor skills! Check out some fun fine motor activities below:

• Craft - craft activities like drawing, painting and cutting can help children develop fine motor skills, engaging the small muscles in the hands and fingers, whilst also showing off their creativity! Have a variety of different materials available - crayons, paintbrushes, or you can encourage finger painting

• Playdough - playdough is also a great activity for developing our small muscles in our hands and fingers. Try squeezing, pinching, rolling or using playdough tools like cutters and extruders

• Puzzles and building blocks - Puzzles and building blocks are fantastic activities for developing fine motor skills because they provide hands-on opportunities for children to manipulate, grip, place, rotate, and align objects — all of which require precise, controlled movements of the small muscles in the hands and fingers.

• Make snack times fun - Snack and mealtimes are great opportunities to naturally develop fine motor skills — no extra activities or toys required! These everyday moments involve grasping, pinching, scooping, pouring, spreading, and manipulating small items, all of which help strengthen the small muscles in the hands and fingers. Try turning snacks into art by making fruit faces or allowing children to prepare their own snack.

• Dress-ups - playing dress-up is a great opportunity for children to work on their dressing skills. Having costumes available with buttons, zips, laces etc., will support fine motor development, as well as increasing independence with dressing.

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Gross motor skills involve the coordination and control of the large muscles of the body that are used for activities such as sitting, standing, walking, running, jumping, and more! They are different to fine motor skills, which involve small muscle movements.

Gross motor skills can be tricky for some children. You can often tell if a child is struggling with their gross motor skills by how they move, play, or have difficulty with age-appropriate tasks, like sitting upright without slouching, struggling with balance, or throwing, catching, or kicking a ball.

Some children with disability or developmental delay may struggle a bit more with gross motor activities due to a variety of physical, neurological, or cognitive factors that affect how their bodies move, coordinate and process information, and it can take longer for them to develop these skills, movements and control.

Why is gross motor development important?

• Physical health and wellness: developing gross motor skills helps children become physically active and build strength, endurance and coordination
• Brain development: Movement supports brain development by enhancing neural connections, especially in areas linked to coordination, planning and problem solving.
• Independence: skills like walking, climbing stairs, and dressing require gross motor control. Mastering these helps children become more independent in daily tasks
• Confidence and self-esteem: successfully running, jumping, or riding a bike builds a child's confidence and encourages them to try new physical challenges.
• Social development: many gross motor activities are social, such as playing games or a sport. These experiences help children learn cooperation, sharing, and turn-taking.

How can we support gross motor development at playgroup?

Young children learn best through play and movement, so providing intentional opportunities and activities to move, explore, and practice large body movements can make a big difference in their development.

Check out some fun gross motor activities below:

• Music and movement - Music can make movement fun! Incorporate songs with actions, movement games, or rhythm-based activities like "Heads, Shoulders, Knees and Toes "or "Simon Says" to support coordination
• Construction play with large building blocks or boxes - lifting, carrying, pushing and stacking bigger and heavier objects helps build strength, coordination, balance and body awareness, whilst also supporting creativity and problem-solving!
• Music and movement - Music can make movement fun! Incorporate songs with actions, movement games, or rhythm-based activities like "Heads, Shoulders, Knees and Toes "or "Simon Says" to support coordination
• Ride-on toys - toys like tricycles, scooters or push cars help children develop gross motor skills by building strength in their legs, arms, and core as they push, pedal, or steer. They also improve balance, coordination, and spatial awareness while encouraging active movement.

• Ball games - ball play builds strength, coordination, and balance by encouraging children to throw, roll, or kick. It also supports motor planning and spatial awareness in a fun, engaging way and can be easily adapted to meet each child’s individual needs. Ball games can also support children to learn group game rules by offering clear repetitive actions like taking turns, following simple instructions and waiting for their turn.

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When should I start toilet training my child?

Whilst there is no universal "right" age to start toilet training your child, typically children start to show signs of readiness between 18 months and 3 years. For children with disability or developmental delay, readiness may appear when they are a little bit older. However, the signs that a child is developmentally ready to start toilet training are generally the same for most children.

What to look out for:

• they have a dry nappy for 2+ hours, indicating they are starting to develop bladder control;
• they are starting to show interest in the toilet;
• they dislike having a wet or soiled nappy and may show this by trying to take their nappy off when it is dirty or;
• they can express they need to go to the toilet, this could be verbally, using gestures or pictures, depending on their preferred communication style.

Things to consider before starting toilet training

Going to the toilet requires a number of skills, including gross and fine motor skills, bilateral coordination and regulation skills. All children are different and toilet training can take days, weeks or months, so don't be discouraged if things don't happen quickly. Be patient and keep encouraging your child.

Some things to consider:

• Will your child use a potty or the toilet? You may like to use both, or this may be decided given the age and or/size of the child, or personal preference. If the child is quite small, a potty may be a better option for them.
• If you decide to use the toilet, can they reach the toilet or do they require a small step or footstool for getting onto the toilet or resting their feet whilst sitting? And once sitting on the toilet, can they sit comfortably or do they fall in? If they do, you may need to get a smaller seat that inserts securely inside the bigger toilet seat.
• Consider your child's interoceptive awareness (their ability to perceive and understand their internal bodily sensations such as hunger, thirst or needing to go to the toilet.)
• Some children with disability, developmental delay or additional support needs may require additional support and strategies adjusted to suit their needs. Video modelling, visual supports and social stories can support your child's toileting journey.

Top tips for toileting

• Choose a calm, stable time in your child's life - try to avoid starting toilet training if there are any big changes happening, like moving house, expecting a new sibling or starting day care.
• Make going to the toilet part of your child's daily routine - start with regular toilet times (every 1-2 hours) It's a good idea to take them first thing in the morning, after meals (generally 20-30 minutes is a good amount of time to wait after eating or drinking), after naps and before bed.
• Keep it positive - celebrate effort, not just success. Use praise and encouragement, high-fives, stickers or small rewards for trying e.g. "Great job sitting on the toilet". Avoid pressure or punishment - accidents are part of the process!
• Dress for success - start using underwear or training pants so that your child starts to become aware of the feeling of 'wet'. You can also try dressing your child in underwear or training pants under their nappy to avoid accidents on the floor. Fun tip - let your child choose some fun underwear with their favourite picture or character on them! It can also help to choose clothes that are easy to pull up and down.
• Make it fun - use songs, books or visuals to make toileting fun and engaging for your child. If your child has not done a poo or wee after 3-5 minutes sitting on the potty or toilet, praise them for trying and let them get off. Sitting for too long can feel like a punishment and become a negative toileting experience and can reduce the willingness to try again.
• Hygiene - help your child learn how to wipe, flush and was their hands every time they use the toilet.
• Be consistent - stick with your routine as much as possible - even when you're out and about. Bring a travel potty or familiarise yourself with where the bathrooms are.
• Stay calm with setbacks - accidents happen. Respond with reassurance, not frustration. A calm approach helps your child feel safe and supported. Additional tip - emptying poo from your child's nappy into toilet helps them understand that poo goes in the toilet.
• Daytime toilet training usually comes first - use training pants at night if needed, and be patient—most children take longer to stay dry overnight.

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Joint attention occurs when two people focus on the same thing and acknowledge they are sharing that moment through eye contact, gestures, or words. For example, if a child sees a dog and looks at their parent to share their excitement, they are trying to engage in joint attention.

Joint attention usually starts to develop toward the end of a child's first year and continues to develop through their second year. However, some children with disability or developmental delay may find it more challenging to engage in joint attention and may take longer to develop these skills.

Why is joint attention important?

Joint attention is an important skill for children to be able to communicate and connect with others. Through joint attention, children learn:

• how to share interests with others
• the enjoyment that comes from back-and-forth conversations
• the words that match whatever has caught their attention when adults describe what they are focused on

Without joint attention, it can be challenging for children to learn to express themselves, understand others, and build strong relationships with adults and peers.

How can we help children develop joint attention?

• Be face-to-face when interacting
• Follow the child's lead to discover what's caught their attention
• Point out interesting things in day-to-day life
• Do something unexpected or silly and wait to see if they react e.g., pretending to put your child's shoe on instead of your own, or handing your child a fork to eat their yoghurt instead of a spoon.

Playgroup Activities to Encourage Joint Attention

Bubbles

Blow a few bubbles then pause and wait for the child to look at you. If they look at you, blow more bubbles, indicating you understand their attention.

You can encourage requests by waiting for the child to show they want more bubbles, whether through eye contact, gestures or vocalisations. Praise them for their attempts e.g., enthusiastically say "You want more bubbles!", and blow more bubbles for them

Songs

Interactive songs and nursery rhymes are a great opportunity to promote joint attention with children. For example, when singing 'Round and Round the Garden' with your child, gently trace the inside of their palm whilst singing "round and round the garden, like a teddy bear", then walk your fingers up their arm as you sing "one step, two steps", then hold off on tickling them until they look, gesture, or vocalise that they want to be tickled. Then, enthusiastically tickle them whilst singing "tickly under there!"

"Ready, Set, Go"

This can be used with so many activities! For example, blowing bubbles or pushing a toy car down a ramp. As you prepare for the activity, say "Ready, Set, Go" pausing after "Set" to encourage the child to look at you, vocalise or gesture, and anticipate what's coming next. Once they have shared joint attention say "Go" and perform the action e.g. blowing the bubbles or rolling the car.

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Sensory processing refers to how the brain takes in, organises and responds to information from our senses. It helps us understand what is happening inside our bodies, make sense of our surroundings, stay safe and focus on what is important so we can participate, learn and engage in daily life.

Everyone experiences and processes sensory input in their own unique way, with individual preferences and sensitivities. These differences affect what we notice, how we feel, and how we respond to everyday situations.

For example, imagine you accidentally touch a hot pan. Pain receptors in your skin detect the high temperature and sends signals to your brain. Your brain quickly processes this input, recognises it as harmful, and triggers a protective response - such as quickly pulling your hand away.

For some children, the brain processes sensory information - such as sights, sounds, touch, or movement - in different ways. This means they might be more or less sensitive to certain sensations, or have difficulty filtering or organising sensory input. These differences can make it harder for them to focus, learn or engage in daily activities.

Why is sensory processing important in early childhood?

• It shapes how children learn - proper sensory integration allows children to explore their environment, build motor skills, & engage in hands-on learning.
• It supports brain development - rich, appropriate sensory input strengthens neural connections critical for attention, memory, language & problem-solving.
• It regulates emotions and behaviour - a child’s ability to stay calm, focus, and interact appropriately depends on how well their sensory system is regulated

• It affects motor development - sensory input guides movement and coordination (e.g., balance, posture, hand-eye coordination)

• It builds social and daily living skills - sensory processing influences how children tolerate textures (clothes, food), sounds (voices, music), and touch (hugs, hand-holding).

The 8 sensory systems:

• Visual (sight) - how we interpret what we see
• Hearing (auditory) - how we detect and interpret sounds
• Touch (tactile) - how we feel things through our skin (pressure, temperature, texture, pain)
• Oral (gustatory) - how we sense flavour, temperature and texture
• Smell (olfactory) - how we detect and respond to odours
• Movement (vestibular) - balance and movement, spatial orientation and coordination
• Body position (proprioception) - body awareness & sensing where your body parts are without looking
• Interoception - internal body signals like hunger, thirst or needing to go to the toilet.

The 4 sensory profiles:

• Sensory Seeking - These individuals crave sensory input and will seek out sensory input to meet their needs. Sometimes the need for sensory input can interfere with participation in other tasks. They may like loud noises, physical play, or seek movement to help them complete a task.
• Sensory Avoiding - Sensory avoiding individuals only need a small amount of sensory input and may actively try to reduce sensory input. They may cover their ears at loud noises, resist certain clothing textures, or avoid messy play.
• Sensory Sensitive - Notices sensory input quickly and feels it intensely, but doesn't always avoid it. They may be easily distracted, or have strong preferences for routine or clothing.
• Low registration - May miss or be under responsive to sensory input. They may seem tired or disengaged, miss cues like their name being called or need extra encouragement to participate.

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What is stimming and why do we do it?

Stimming, short for self-stimulatory behaviour, is any repetitive action, movement, or sound that a person does to help regulate their body, emotions, or sensory experiences, or to focus on a task. Many people - both children and adults - stim. For example, some adults may tap their foot or fingers, twirl their hair, or fidget with objects such as a necklace or pen. For most adults, these behaviours are subtle, so they often go unnoticed.

For some children, particularly those with disability or developmental delay, their stimming may be more noticeable.

Examples include hand-flapping, rocking, spinning, humming, or repeating certain words or phrases. The purpose of these behaviours in children is the same as it is for adults - to regulate their emotions or sensory needs, feel calm, or focus on a task.

Remember, stimming is a natural behaviour used by people of all ages - not just those with disability or developmental delay.

Understanding stimming in children

Unless a child’s stimming is unsafe or they are hurting themselves or others, we shouldn’t stop them from doing it. Here’s why:

• It’s a form of self-regulation - Stimming helps children manage feelings such as excitement, stress, or overwhelm. It can help them calm down or feel more in control.
• It supports sensory needs - Some children stim to get the sensory input their bodies need or to block out overwhelming sensations.
• It’s part of their identity - For many children, stimming is a natural and comforting behaviour - not something that needs to be “fixed.”
• Stopping it can increase distress - Trying to suppress stimming can make a child more anxious, dysregulated, or even lead to meltdowns.

How stimming can support sensory processing

Regulates sensory input

Many people stim to manage sensory overload or underload.

• When the environment is too intense (too bright, loud, or busy). rhythmic or predictable stimming can help filter out overwhelming input and restore a sense of control
• When sensory input is too low, stimming can increase sensory stimulation - helping the brain stay alert and engaged.

Calms the nervous system

Repetitive movements or sounds can activate the parasympathetic nervous system, which promotes calmness and reduce stress or anxiety. For example:

• Humming can create soothing vibrations in the body.
• Rocking can slow breathing and heart rate.

Improves focus and self-regulation

Some people find that stimming helps them focus attention or organise their thoughts, especially during tasks that require concentration or in socially demanding settings.

For example:

• Fidgeting can channel excess energy and reduce distractions.
• Doodling can help maintain attention during listening tasks

Communicates emotional or sensory states

Stimming can also be a form of communication - a way to express excitement, frustration, or discomfort when words are hard to find - verbally or using alternative communication methods. Recognising stimming as communication helps others respond supportively rather than trying to suppress it.

Supports identity and comfort

For many people, including neurodivergent people, stimming is a source of joy, self-expression, and grounding. Allowing and respecting stims helps affirm neurodiversity and supports wellbeing.

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At Playgroup WA, we understand that venue accessibility is important for creating inclusive playgroups. Accessible playgroup venues enable all children and caregivers, including those with disability, mobility challenges, sensory needs, or prams, to participate fully and safely at playgroup. When venues are accessible, playgroups become welcoming environments where families feel valued, supported, and can connect with each other. Prioritising accessibility removes barriers to participation and reflects a commitment to equity, belonging, and inclusion for every child and family.

We understand that playgroup venues come in all shapes and sizes, and that physical limitations cannot always be changed. However, providing clear and accurate information about accessibility empowers families to make informed choices about what will work best for them. If you have concerns about accessibility, please speak with your Development Officer for advice or support.

By completing our Venue Accessibility Checklist, playgroups can identify and communicate whether their venue is physically accessible for people with disability, wheelchair users, or families with prams. This information allows Playgroup WA to clearly highlight accessibility features on our website, reducing uncertainty and barriers to participation. Prioritising accessibility in this way supports equity, fosters a sense of belonging, and helps create welcoming playgroup environments where every child and family feels valued and included.