Toilet training can take longer for some children, especially if there are learning differences, motor skill delays or sensory sensitivities. If you’re struggling, support is available to help with toileting confidence and strategies to help.

Some children need extra support to understand emotions. This can be linked to anxiety, trauma, autism (ASD), or SEMH difficulties. Helping them label and recognise emotions can make a big difference and there are many ways in which this can be done.

Most children will refuse to follow instructions at times. Some children struggle with this more than others but generally progress in understanding the reasons for instructions. Some children however struggle much more; this can be due to something called Pathological Demand Avoidance (PDA), which means they have very high levels of anxiety associated with requests and instructions, which can make everyday tasks very challenging. Understanding their triggers and using the right strategies can make a big difference.

Many children will find certain elements of the world and of other people quite difficult and a little scary at times. Many will become more confident as they grow. Children with anxiety may need extra support to feel safe and in control. Gentle routines, sensory breaks, and emotional coaching can help them feel more secure in their environment.

Big emotions can be overwhelming for some children, especially if they have emotional regulation difficulties or struggle to communicate their needs. Helping them find ways to express feelings can ease frustration.

Self-injury can be a way of coping with sensory overload, emotional distress, or communication struggles. Understanding the triggers and finding alternative ways to help them regulate is key to reducing these behaviours.

Some children struggle with impulse control, sensory seeking, or emotional regulation difficulties. It’s not always about disobedience—sometimes they need different strategies to help manage their reactions.

Some children thrive on routine and predictability. Unexpected changes can feel overwhelming, leading to distress. Preparing them in advance and using visual schedules can help.

Waiting for CAMHS (Child and Adolescent Mental Health Services) can be frustrating, especially if you’re worried about anxiety, depression, or emotional struggles. In the meantime, there are many strategies that you can try which may help with emotional regulation.

Some children are naturally more active, but if they struggle to focus, forget things constantly, or can’t follow multi-step instructions, they may have attention difficulties (ADD/ADHD). If you’re concerned, speaking to your GP can help explore this further. There are also helpful strategies that you can try.

Some children naturally catch up over time, while others may need extra support. If you’ve been told to “wait and see” but feel uneasy, trust your instincts. There are ways to help your child now, even while waiting for referrals.

If your child is late in everything or not developing like their siblings, it can be worrying—but early support makes a big difference. If a health visitor or professional has mentioned developmental delay, global developmental delay, or speech and language delay, you may like to seek further help and advice to explore what may help them.

Every child develops at their own pace, but if you're concerned that your child is behind in areas like speech, motor skills, or general development, it's always worth exploring further.

Sometimes children just need more time, but early support makes a big difference. If you’re concerned, trust your instincts. I can help with strategies while you wait for assessments.

Difficulties with writing, reading, or processing information could be linked to learning differences like Dyslexia or ADHD. Extra support at home and school can help them progress in a way that works for them.

This could be down to receptive language (understanding words), attention difficulties, or even auditory processing difficulties. Some children also show signs of being neurodiverse (such as Autism/ASD), which can affect communication, if you are concerned, trust your instincts and seek advice.

Some children are naturally more independent, but if your child isn’t pointing, asking for help, or engaging much with others, it may be a sign of a speech delay/disorder, autism, or hearing impairment. A referral to a paediatrician or speech therapist could help. There are also strategies you can use to start helping them now.

Some children are naturally independent, but if they struggle with social interaction, it could be linked to social, emotional, and mental health (SEMH) difficulties or neurodiversity. Support can help encourage social confidence.

Not all children show separation anxiety, but if they don’t react to people coming and going or seem unaware of others' emotions, it might be worth looking into their social and emotional development.

Hearing difficulties can impact speech development. If you are concerned about your child's hearing, contact your health visitor or GP and request a hearing test. If your child has a hearing impairment or recurrent ear infections, grommets may be recommended to improve hearing and speech clarity.

Every child develops at their own pace, and some are more self-led than others. That said, if your child isn’t saying words, doesn’t respond when spoken to, or isn’t calling you “Mum” or “Dad,” it’s worth seeking advice.

It’s impossible to predict, but with the right support, many children make great progress. The key is finding the right approach to help them communicate in a way that works for them. Communication is varied and includes many different types of interaction and there is a lot that can be done to help your child in this area.

If your child seems lost in their own world or doesn’t respond to social cues, it could be a sign of social communication difficulties. If you're concerned, early support can help build these skills.

This is called echolalia and can be a way of processing language, self-soothing, or expressing excitement. Some children naturally grow out of it, while for others, it’s a key part of how they communicate, this may mean that they are a Gestalt Language Processor.

Waiting for assessments—whether for a paediatrician, speech therapist, or the autism pathway—can be frustrating. In the meantime, early intervention at home can help. I offer Play & Learn sessions to support your child’s development while you wait.

Low muscle tone can sometimes indicate vestibular or neurological issues. If your child seems unusually floppy or struggles with movement, a referral to a specialist may help.

Some children take longer to walk, but if your child isn’t showing progress or struggles with balance and coordination, it might be worth seeking advice. Gross motor skills (like walking, running, and jumping) develop at different rates, but early support can help.

This could be down to coordination difficulties, vestibular issues (balance), or conditions like Dyspraxia. A professional assessment can help understand what’s going on.

Occasional tiptoe walking isn’t unusual, but if it’s constant, it could be linked to muscle tightness, sensory processing differences, or developmental conditions. It’s worth getting checked if it continues.

This might be linked to gross motor skill delays, coordination difficulties, or a lack of confidence in movement. Activities and exercises can help strengthen these skills.

These are fine motor skills, which involve hand strength and coordination. If your child finds it hard to use utensils, grip objects or strongly prefers one hand over the other, some simple activities can help strengthen their hands and fingers.

Some children have sensory needs and may find physical contact overwhelming. Others simply prefer their own space. If this is combined with other social difficulties, it may be worth exploring further.

This could be a sign of sensory seeking, where children need more movement and physical input to regulate themselves. Providing the right activities can help them channel their energy in a positive way.

This could be a sensory processing issue, where certain textures, sounds, or physical contact feel overwhelming. Creating a sensory-friendly environment and helping them self-regulate can make a big difference.

Some children need lots of movement and outdoor play to regulate their energy. Ensuring they have structured physical activity can help balance this as can some sensory activities.

This is a form of stimming, which helps some children regulate emotions and sensory input. It’s completely natural and can be very helpful for self-soothing. If they do this eccessively it may be worth exploring this further.

There are lots of ways to encourage development through play, routines, and targeted activities. I can help you understand your child’s needs and provide tailored strategies to support their progress.

Some children are naturally more independent, but if they don’t respond to their name, struggle with interaction, or seem disconnected, it may be worth exploring further.

Not making eye contact can be a sign of autism, but it can also be a personal preference, shyness, or a sensory issue. If it happens alongside other social or communication differences, an assessment might be helpful.

Some children prefer order and patterns over imaginary play. If they struggle with flexibility in play or get upset when things are moved, it may be worth exploring further.

While some professionals prefer to wait, early signs can be explored, and support can begin even without a formal diagnosis. If you’re concerned, trust your instincts and push for advice.

Pretend play is an important part of development, but some children prefer practical or repetitive play. If they also struggle with social interaction or flexibility, further assessment might be useful.

Many children develop strong interests, but if their focus is extreme and they struggle to engage in other activities or conversations, this could be a sign that they are neurodiverse.