Supporting Fussy Eaters: Practical Tips for Families

As parents and occupational therapists, we understand the frustration and concern that comes with navigating fussy feeding in children. Mealtime battles can be emotionally draining for both parents and little ones. In this blog, we explore common signs of fussy feeding, why it might be happening, and practical ways to help your child feel more confident and curious around food.

How Can You Tell if Your Child is a Fussy Feeder?

Fussy eating looks different for every child, but some common signs include:

• Food refusal
  Your child may consistently reject certain foods or even entire meals, turning away, pushing food off the plate, or gagging at particular smells or textures.

• Picky eating habits
  Some children stick to a narrow group of ‘safe’ foods and reject anything unfamiliar, which can limit their nutritional intake and confidence around food.

• Mealtime stress or tantrums
  If your child becomes upset or overwhelmed at mealtimes, it may be their way of expressing discomfort, especially if they feel pressured to eat.

• Long or difficult mealtimes
  Meals that stretch on or require constant encouragement might signal underlying discomfort, sensory sensitivities, or oral motor difficulties.

Why Does Fussy Feeding Happen?

Feeding challenges are rarely just about being picky. There are often deeper reasons behind the behaviour.

• Sensory sensitivities
  Some children experience strong reactions to textures, smells, temperatures, or the look of certain foods. This can lead to discomfort or distress at mealtimes.

• Developmental factors
  As children grow, they naturally test boundaries, assert independence, and experience changes in appetite. Teething, learning to self-feed, and motor development can all affect how they eat.

• Medical or physical causes
  Reflux, food allergies, oral motor delays, or digestive discomfort can all contribute to feeding difficulties. These should be ruled out or supported by a health professional.

• Environmental and emotional factors
  Stress, distractions like screens, or pressure to try it can make mealtimes feel overwhelming. Children quickly pick up on tension, and negative experiences can create long-lasting associations with food.

How Can You Support Your Child with Fussy Feeding?

Create a Calm Mealtime Environment

Keep mealtimes relaxed and enjoyable. Turn off TVs and devices, sit together when possible, and avoid using pressure or rewards. Connection and predictability go a long way.

Introduce Foods Gradually with Food Chaining

Start with foods your child already accepts and introduce new ones that are similar in taste, texture, or appearance.
For example: if your child enjoys applesauce, try offering pureed pear or peach next.

Keep Consistent Meal and Snack Routines

Children thrive on routine. Aim for regular meals and snacks throughout the day. Predictability helps reduce anxiety and supports appetite regulation.

Encourage Sensory Food Play

Before expecting children to eat a new food, let them explore it. Touching, smelling, and playing builds comfort and curiosity.
Try a sensory bin with cooked pasta, rice, or soft fruits with no pressure to eat, just explore.

Model Positive Eating Habits

Children learn by watching. Sit down and eat together when you can. Let them see you enjoying a range of foods, even if they are not ready to join in just yet.

Seek Support When Needed

If feeding challenges are ongoing, stressful, or impacting growth and development, it is okay to ask for help. Occupational therapists, speech pathologists, dietitians, and paediatricians can work with you to uncover any underlying issues and support your child’s feeding journey.

Fussy feeding is common and manageable. Every child is different, and small, consistent changes can lead to big shifts over time. With patience, support, and the right tools, mealtimes can become a more positive experience for everyone at the table. If you are concerned about your child’s feeding, reach out to our team here.

Positive Behaviour Support in Early Childhood: Starting Strong

Positive Behaviour Support (PBS) isn’t just for schools or adult services. It can begin in the early years, where it makes a lasting impact. Early childhood is a critical time for developing social, emotional, and behavioural skills. By embedding PBS strategies in preschool and early intervention settings, we support children in the moment and build strong foundations for learning and wellbeing.

Why Start PBS Early?

Preschool years are full of growth, exploration, and big feelings. For some children, especially those with developmental delays or additional support needs, communication or sensory differences can lead to behaviours that are misunderstood.

PBS in early childhood focuses on understanding these behaviours and using proactive strategies to support children to build new skills. Early intervention with PBS can reduce the need for more intensive support later, while improving outcomes in school readiness, relationships, and regulation.

Core Principles of PBS in Early Childhood

Prevention Before Reaction

PBS encourages us to adjust the environment, routines, or expectations to reduce the likelihood of challenges. In early learning, this might look like:

• Visual schedules to build predictability

• Defined play areas to limit overstimulation

• Offering choices to increase control

Behaviour is Communication
All behaviour has meaning. It may be a child’s way of saying “I need help,” “I feel overwhelmed,” or “I don’t understand.” PBS encourages us to look beneath the behaviour and ask: What is this child trying to tell us?

Teach, Don’t Punish
PBS focuses on teaching alternative ways to communicate or cope. If a child throws toys to get a turn, we model and practise asking, waiting, or sharing. Each moment becomes an opportunity to support growth.

Work Together with Families
PBS works best when educators and families are on the same page. Consistent strategies across home and early learning settings help children feel secure and supported.

Practical PBS Strategies for Early Learners

PBS strategies can be simple and effective. Here are a few examples:

• Visual supports such as picture routines, instructions, and social stories

• First-Then boards to support transitions (e.g. “First pack away, then outside play”)

• Positive reinforcement such as “I love how you used your words to ask for help”

• Modelling and prompting through role play, songs, or games

• Calm corners with sensory tools or soft items that children can choose to use as needed. These spaces are for regulation, not time out.

Big feelings are a normal part of early development. These tools help children feel safe and understood as they learn new skills.

A Real Life Example: Mia’s Story

Mia, a three-year-old in a community preschool, was often hitting during group time. Her teacher took a PBS approach, observing what was happening. They found Mia was overwhelmed by the noise and close proximity during circle time.

Instead of punishing the behaviour, the team made small adjustments. Mia was given a quieter space and a fidget toy. She later learned to ask for space and use calming strategies. Her behaviour changed, not through consequences, but with understanding and support.

A Foundation for Life

PBS in early childhood is about more than behaviour. It is about helping children feel seen, supported, and safe. When we approach behaviour with curiosity and care, we create environments where every child can learn and thrive.

Sometimes, it’s not the child who needs to adapt. It’s the environment that needs to shift to meet the child’s needs. Starting early with PBS gives children the tools to grow with confidence and connection.

What Are Behaviours of Concern?

You may have heard the term “behaviours of concern” used in disability support settings, but it’s often misunderstood. Within the NDIS (National Disability Insurance Scheme) and by the NDIA (National Disability Insurance Agency), this term describes behaviours that impact a person’s safety, wellbeing, or participation and also affect those around them.

What Is a Behaviour of Concern?

According to the NDIS, a behaviour of concern is any behaviour that:

• Places the person or others at risk of harm

• Significantly reduces the person’s quality of life

• Limits their participation in everyday activities or ability to access the community

It is important to highlight that this definition does not include behaviours that are simply different from social norms, particularly in neurodiverse individuals. A behaviour is not considered of concern unless it compromises safety, participation, or quality of life.

In neurodiversity affirming practice, we recognise that behaviours which may seem unusual or unexpected are often meaningful, purposeful, and part of how a person experiences or interacts with the world.

What Might These Behaviours Look Like?

Examples of behaviours of concern include:

• Aggression towards others (for example hitting or kicking)

• Self-injury (such as head banging or biting oneself)

• Damaging property

• Running away or absconding

• Repetitive yelling or screaming

• Refusal to follow instructions where safety is at risk

These behaviours are not about being “bad” or “naughty.” They are often a person’s way of communicating distress, sensory overload, pain, or a need that is not being met. When we reframe them as communication, we open up opportunities for more compassionate and effective support.

Why Language and Approach Matter

The term “behaviour of concern” is intentionally used to shift the conversation away from blame or labels and toward understanding. It helps teams, families, and professionals ask: What is this behaviour trying to tell us? What is going on for this person?

The NDIS encourages a Positive Behaviour Support (PBS) framework. This evidence-based approach focuses on:

• Understanding the function or purpose of the behaviour

• Creating strategies that are person centred and respectful

• Reducing behaviours by addressing the underlying cause

• Teaching new skills to improve the person’s quality of life

Reframing Behaviour

When a behaviour is of concern, it is a signal that something is not working well for the person. Rather than reacting with punishment or disapproval, we aim to respond with curiosity, empathy, and support.

With the right strategies, respectful collaboration, and a focus on strengths, individuals can be supported to thrive in safe, inclusive environments.

If you’re supporting someone with behaviours of concern and want to better understand their needs, our team is here to help. Get in touch to learn more about how we can work together.

This post is for informational purposes and should not replace indivdualised assessment or advice. If you are concerned about behaviours in a child, please reach out to a qualified allied health professional.

What Does “School Ready” Really Mean?

Starting school is an exciting milestone, but it can also bring a mix of questions and uncertainty. As parents and educators, you might find yourself wondering: “Are they ready?” or “What should they be able to do before their first day?”

Starting school is an exciting milestone. For many families, it’s a time filled with anticipation, school uniforms, lunchbox prep, and a million questions, one of the biggest being: “Is my child ready?”

From a paediatric occupational therapist’s perspective, school readiness is not about whether a child knows the alphabet or count to twenty. Those things come in time. What really matters is whether a child has the foundational skills they’ll need to feel confident and capable in the classroom.

It’s the everyday stuff that matters most

When we talk about school readiness, we’re looking at how a child manages the demands of the school day, not just the academic ones, but the social, physical and emotional demands too.

Take motor skills, for example. A child doesn’t just need to be able to hold a pencil, they need the hand strength, finger coordination, and postural control that allows them to draw, write, and sit upright for a whole group lesson. Without these foundations, writing can become tiring or frustrating, often leading to lack of confidence and avoidance of writing tasks.

There’s also the big transition from the physical freedom of play based settings to the structure of a classroom. Children are expected to manage their belongings, sit still, follow instructions, and move from one task to the next. These are huge changes, and they rely on a mix of developing skills, such as fine motor control, attention, organisation, and emotional regulation.

Emotional and social readiness: The quiet game changers

We often focus on practical skills like drawing or using scissors, but emotional readiness is just as important, if not more. Can the child cope with separating from a parent? Are they learning to recover from small upsets without melting down? Are they comfortable in a group? These skills take time to build and can vary widely from child to child. But they’re essential to helping children feel safe and settled, which is the foundation for learning.

Social confidence matters too. Children who can take turns, ask for help, and play alongside others are more likely to feel connected and included; two things that make a big difference to how they show up at school each day.

Independence builds confidence

Starting school also comes with new responsibilities, things like packing your own bag, unpacking lunch, remembering your hat, and managing your own belongings. For some kids, they enjoy the increased responsibility. For others, they can feel overwhelming.

That’s why we look at early signs of independence: Can a child follow a two step instruction? Do they have a sense of what belongs to them? Are they learning how to manage transitions and routines with a bit of adult support? These might seem like small wins, but they help children feel capable, in control, and ready to take on their day.

A child doesn’t have to be ‘perfect’ to be ready

There’s no universal checklist a child must tick before starting school. All children develop at their own pace. Some will leap into the classroom with confidence. Others may take a little longer to settle. Both of which are okay.

What matters most is that we look at the whole child, not just their letters and numbers, but how they manage their body, emotions, relationships, and responsibilities. These are the true building blocks of school success. As occupational therapists, we’re here to support that journey, whether it’s helping a child strengthen their pencil grip, manage transitions, or build confidence in group play.

We’ve put together a simple checklist to help families and educators to reflect on the everyday skills that support a confident school start.

👉 Download the School Readiness Checklist

And if you're feeling unsure or have questions about your child’s development, you’re not alone. We’re here to help. Get in touch with us at hello@movingmountainsvillage.com.au or visit

movingmountainsvillage.com.au.

By   Marie Criticos (OT)

School Readiness Series: 5 Motor Skills You Need to Target

Starting school is a big step, and it’s about more than recognising letters and numbers. At Moving Mountains Village, we know that strong motor skills help children feel confident and capable in the classroom, in the playground and at their desk.

When children haven’t yet developed foundation motor skills for kindy, they may struggle to keep up with classroom routines, tire quickly during writing tasks, or feel frustrated by activities their peers find easy. This can impact not only their academic progress, but also their confidence and willingness to participate.

Here are five essential motor skills we recommend building before your child starts school:

1. Core Strength and Postural Control

Sitting still on the floor or at a desk takes more effort than we realise. Core muscles help children sit upright without tiring, which supports attention, coordination and handwriting. A strong core makes it easier for children to use their arms and hands with control while writing. If postural strength is lacking, children may slouch, lean on their arms, or shift their position. Try activities like animal walks, crawling through tunnels, climbing at the park or wheelbarrow walks to build strength in a fun and playful way.

2. Hand and Finger Strength

Strong hands and fingers are key for writing, cutting, opening lunch boxes and using zippers. When children lack strength in these small muscles, they may grip their pencil too tightly, fatigue quickly or avoid drawing and writing altogether. Encourage activities that build these muscles, such as playdough, tweezers, tongs, squeezing spray bottles, scrunching paper or tearing and cutting craft materials.

3. Bilateral Coordination

Bilateral coordination means using both sides of the body together in a smooth and organised way. This is essential for tasks like cutting with scissors (one hand cuts while the other holds) or holding a page still while writing. Children with poor bilateral coordination may struggle to keep their work steady, resulting in messy writing and reduced independence. Try threading, rolling and cutting with playdough, playing catch or popping bubbles with two hands.

4. Hand-Eye Coordination

From catching a ball to placing puzzle pieces, hand-eye coordination helps children navigate both learning and play. In the classroom, this skill is used when copying from the board, organising letters on a page or placing objects with precision. Practice with balloon volleyball, bean bag toss, block building or lacing cards helps develop this skill in a fun and engaging way.

5. Fine Motor Control and Pencil Grasp

Before writing, children need to develop control in their fingers and hands for drawing, colouring and eventually writing letters. Without well developed fine motor control, children may struggle to form letters, keep them within the lines or write at a pace that matches classroom demands. Practise using different drawing tools such as different shaped crayons, and pencils and textas of varying thickness to help support pencil grasp development. Encourage activities like dot-to-dots, mazes and name tracing to support pencil control and precision.

Why Motor Skills Matter
Motor skills do more than support handwriting. They help children participate in daily routines, build independence and feel confident in their abilities. Without foundational motor skills, writing can become tiring and frustrating, affecting academic progress and classroom engagement.

At Moving Mountains Village, our occupational therapists support families with school readiness by helping build these essential skills through playful, developmentally appropriate therapy.

If you would like to learn more about how we can support your child’s transition to school, reach out to our team at hello@movingmountainsvillage.com.au