Your instinct as a parent is always worth listening to.
You know your child better than anyone. If something feels different, explore what it might mean — and whether early support could help.
These signs are not a diagnosis. Every child develops at their own pace and many show one or two signs without any underlying difficulty. This page is a guide — to help you decide if speaking to a specialist might be useful.
What to look for at each stage
Most babies smile at familiar faces by 6–8 weeks. Absence of social smiling is worth mentioning to a doctor.
Babies usually track a slow-moving object with their eyes by around 6–8 weeks.
Unusually high or low muscle tone in infancy can be an early indicator worth checking with a physiotherapist.
If your baby does not startle at sudden sounds, an early hearing check is recommended.
Ongoing trouble with latching, sucking, or swallowing may indicate oral-motor difficulties that therapy can address.
Babies born before 37 weeks often benefit from early monitoring — even as a precaution, not a concern.
Babbling ("ba-ba", "da-da") are early language steps. No babbling by 9 months may indicate speech support is helpful.
By 6–7 months, babies typically reach out for things they're interested in.
Delayed sitting milestones are worth a physiotherapy check.
By 9 months, babies usually enjoy peek-a-boo and actively seek eye contact with familiar people.
Pointing and waving goodbye are important early communication steps expected around 9–12 months.
If ordinary sensations consistently cause extreme distress, early sensory support can help significantly.
Most children say their first word between 10–14 months. No words at all by 15 months is a clear prompt to see a speech therapist.
Most children take independent steps between 10–15 months. A physio check can identify any delays and address them.
If a child stops doing something they could do before — like babbling — this should be assessed promptly.
Pointing to show you something interesting (not just asking for things) is an important joint attention milestone.
Intense preoccupation with certain objects (like spinning wheels or lights) can sometimes be worth noting.
Prolonged, extreme distress at small changes can indicate sensory or behavioural support needs.
Combinations like "more milk" or "daddy go" are expected around 18–24 months. Absence warrants a speech assessment.
By age 2, children should follow simple instructions like "get your shoes and come here."
Tantrums are normal, but extreme meltdowns that are very hard to calm may point to sensory processing or self-regulation needs.
By 18–24 months, children begin pretending — feeding a doll, driving a toy car. Absence of this is worth exploring.
Persistent toe-walking beyond age 2 may be related to sensory or motor patterns worth checking.
Regularly avoiding eye contact with familiar people is worth a gentle conversation with a therapist.
By age 3–4, children begin simple cooperative play. Persistent isolation or difficulty sharing may indicate social-communication support needs.
By age 3, most of what a child says should be understandable to people outside the family.
Persistent struggles with dressing, eating, or toileting beyond expected age may indicate fine motor or sensory needs.
Extremely high, unfocused activity levels that continue persistently may be early signs of ADHD.
Strong insistence on sameness, repeating phrases, or repetitive body movements may indicate autism spectrum traits.
Extreme, persistent fear of common sensory inputs — sounds, textures, crowds — may benefit from sensory support.
Ongoing struggles with reading or spelling despite regular instruction can indicate dyslexia or other learning differences.
If a child is consistently unable to attend to tasks for expected durations, an ADHD assessment and classroom strategies can help.
Misreading social cues, poor turn-taking, or saying things at the wrong moment may benefit from social skills support.
Consistent difficulty with number concepts may indicate dyscalculia.
Significant physical coordination difficulties may indicate DCD that physiotherapy can address.
Intense mood shifts or difficulty recovering from upset can benefit from behavioural and emotional support.
Understanding Your Child
These are not definitions that limit your child. They are simply maps that help us find the best route forward.
Autism is a spectrum — no two autistic children are alike. Many are deeply creative, perceptive and joyful. Our role is to build on strengths while supporting areas of challenge.
- Differences in eye contact and social communication
- Strong need for routine; distress at changes
- Repetitive movements or intense special interests
- Sensitivity to sounds, textures, lights or touch
Children with ADHD are often highly creative, passionate and energetic. With the right strategies and support structures, they thrive in every setting.
- Difficulty staying focused on tasks
- High impulsivity — acting before thinking
- Constant movement, difficulty sitting still
- Forgetting things, losing items, appearing distracted
Cerebral palsy affects movement and posture but not intelligence or potential. With early, consistent therapy, children with CP can achieve remarkable independence.
- Delayed milestones — sitting, crawling, walking
- Unusually stiff or floppy muscles
- Preferring one hand before age 1
- Difficulty with smooth, coordinated movements
Some children need a little more time and the right support. Delays in speech, movement or learning are very common — and early help can close the gap significantly.
- Speech and language noticeably slower than peers
- Late to sit, walk, or use hands with skill
- Difficulty learning new concepts or problem-solving
- Limited play or social skills compared to similar ages
Not sure if your child needs support?
An initial consultation is a relaxed, no-pressure conversation. We listen, observe, and give you an honest view of how we might help.
Book an Initial Consultation