Early detection for better outcomes: Monitoring development in early childhood education settings

Introduction/Rationale: One in five children are developmentally vulnerable. Efforts to provide supports to children with developmental challenges and to optimise performance at school are hindered when three-quarters of vulnerable children do not have their challenges identified nor receive early intervention supports prior to starting school.

Objectives: To promote effective early detection and support of young children showing early signs of autism, this project aims to build capacity of the workforce of a range of early childhood professionals including maternal and child health nurses, early childhood education professionals, early intervention providers, and allied health professionals to utilise evidence-based methods.

Method/Approach: A pre-/post-training evaluation was implemented to investigate impact on referral rates to early intervention and factors influencing the implementation of evidence-based universal developmental surveil-lance across health, early childhood, social, and community-based care settings. University students and professionals working with young children across sectors in NSW communities participated.

Results/Practice Implications: Although community-based professionals are likely to be well positioned to follow up with families, the mechanisms for communication and interface between education, health, and the NDIS are not yet clear and require careful attention to ensure that children are not missing out on crucial supports.

Conclusion: This translational research project implemented an effective approach to address recommendations that regional referral pathways between community health, early childhood partners, and early childhood education services be developed and that all early child-hood service providers can identify, refer, and provide inclusive care for children with developmental delays.