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Paediatric occupational therapy is all about helping young children take part in the everyday activities that are important for their growth, development, and happiness. These activities—or “occupations”—include things like playing, getting dressed, eating, learning, and interacting with others.
Occupational therapists use a holistic approach, looking at the whole child—not just their physical skills, but also their thinking, emotions, social relationships, and even their family and cultural background. We also consider the child’s environment, like their home, school, or playground, and how it supports or challenges their ability to participate.
For children aged 2 to 12, therapy might focus on building skills for independence, supporting sensory needs, encouraging play and communication, or helping with routines like bedtime or mealtime. The goal is to help each child do what they need to do, have to do, and want to do—in ways that are fun, meaningful, and just right for their age and stage of development.
A paediatric occupational therapist (OT) works with young children to understand how they are developing and where they might need extra support. If a child is finding certain activities tricky—like using their hands, playing with others, following routines, or managing their emotions—an OT can assess their skills and identify what hasn’t yet developed fully.
The therapist then creates a fun, personalised therapy plan that helps the child build these important skills through play and everyday activities.
Such as holding a pencil, using scissors, or doing up buttons.
Such as helping children understand and manage big feelings.
To support children who may be overly sensitive or under-responsive to sounds, touch, movement, or other sensations.
Such as learning to share, take turns, and communicate with others.
To support different stages of play such as functional play (using toys appropriately), imaginative or pretend play, cooperative play with peers, and the development of play scripts (sequencing and storytelling during play).
Such as balance, coordination, body awareness and reflex integration.
Including dressing, eating, toileting, and hygiene routines.
Such as supporting focus, transitions, and participation in school environments.