Occupational therapist (arranged by services independently)

Occupational therapists work with educators, parents/carers and families using a capacity building approach to improve children's social, emotional, physical and sensory processing skills.

Program details

  • Priority area: Wellbeing (social and emotional), access and inclusion
  • Primary audience: Educators, parents/carers
  • Delivery mode: Consultancy, group training, professional services
  • Strength of evidence: Professional services
  • AEDC sub-domains:
    • Physical health and wellbeing physical independence
    • Social competence responsibility and respect
    • Emotional maturity hyperactivity and inattentive behaviour
  • Item cost: Variable

Program description

Occupational therapists, using an approach that builds on existing skills and knowledge, work with educators, parents and families through case consultation, provision of group training and other discipline-specific services to enhance children's social and emotional self-regulation, physical development and sensory processing.

Detailed cost

Costs vary according to providers.

Implementation considerations

  • Target population: educators, children, parents/carers.
  • Program/practice descriptions and details: occupational therapists provide support to educators that builds on existing skills and knowledge, including coaching and modelling, in order to enhance their confidence in supporting children's social and emotional self-regulation, physical development and sensory processing.
  • Factors to consider: services should consider, in consultation with an occupational therapist, the needs of their staff and children, and how best they may be supported by an occupational therapist. Occupational therapists should be registered with AHPRA and are required to work within the VEYLDF.

VEYLDF alignment

Item uses these practice principles

  • Reflective practice
  • Partnerships with families
  • High expectations for every child
  • Respectful relationships & responsive engagement
  • Equity and diversity
  • Assessment for learning and development
  • Integrated teaching and learning approaches
  • Partnerships with professionals

Item responds to these sub-outcomes

  • Children become strong in their social, emotional and spiritual wellbeing
  • Children take increasing responsibility for their own health and physical wellbeing