About Us

Every child develops in their own rhythm, with unique strengths and needs. Our role is to guide that growth with patience and care, while also giving children the emotional support they need to feel safe and confident. True learning happens when both the mind and the heart are nurtured.

Our Philosophy

At NeuroNest Early Intervention in Waterford, we believe every child deserves the opportunity to communicate, learn, participate, and thrive. Early Intervention is a multidisciplinary approach that supports a child’s development across communication, movement, sensory processing, emotional regulation, play, learning, independence, and everyday participation.

Because every child is unique, we provide individualised support tailored to their strengths, needs, interests, and stage of development. We look at the whole child, recognising that development does not happen in separate areas. How a child moves, regulates, communicates, plays, learns, and connects with others all influence one another.

Our services include Early Intervention, early communication and language support, developmental assessments, sensory-motor support, learning support, social communication programmes, therapeutic play, primitive reflex integration, and parent guidance. We work in partnership with families to help children build the skills they need at home, in preschool, in school, and within their community.

Developmental Assessment

Our process begins with a developmental observation and non-clinical assessment carried out through play, interaction, movement, and everyday activities. This child-centred approach helps children feel comfortable while allowing us to develop a clear understanding of their strengths and areas where support may be beneficial.

Areas observed may include:

• Communication and language development
• Social communication and interaction
• Fine and gross motor development
• Motor planning and coordination
• Sensory processing and regulation
• Motor and postural development
• Movement and developmental patterns
• Primitive reflexes and developmental reflex observations
• Attention, memory, and learning readiness
• Emotional development and self-regulation
• Play skills and engagement
• Cognitive and problem-solving skills
• Independence and everyday functional skills
• School readiness and participation

Where appropriate, we may also observe motor and postural development, movement and developmental patterns, and primitive reflexes, as these can sometimes influence coordination, balance, attention, emotional regulation, learning, and participation in everyday activities.

Following assessment, families receive clear recommendations and an individualised intervention plan designed to support their child’s development and future goals.

How We Work

Our intervention sessions combine evidence-informed approaches from Early Intervention, paediatric occupational therapy principles, educational rehabilitation, early communication development, sensory-motor support, developmental education, therapeutic play, DIR/Floortime-informed practice, JASPER-informed interaction strategies, primitive reflex integration, movement-based learning, neurodiversity-affirming practice, and family-centred support.

Sessions may incorporate:

• Therapeutic and play-based intervention
• Early communication and language support
• Social communication and interaction support
• Sensory-motor activities and movement-based learning
• Primitive reflex integration activities
• Emotional regulation and co-regulation strategies
• Fine and gross motor skill development
• Motor planning and coordination activitiesE
• Cognitive, learning, and problem-solving activities
• Attention, memory, and executive functioning support
• Learning support and school-readiness activities
• Functional life skills and independence training
• AAC, visual supports, and alternative communication supports where appropriate
• Parent guidance and home strategies

All activities are carefully adapted to the child’s developmental profile and delivered in a way that is engaging, motivating, and meaningful.

Therapeutic Play

Play is at the heart of everything we do.

Through therapeutic play, children develop communication, social interaction, emotional regulation, motor planning, attention, creativity, confidence, and problem-solving skills. While sessions are enjoyable and engaging, every activity is designed with clear developmental goals in mind.

Because play is a child’s natural language, it provides one of the most effective pathways for learning, growth, and connection.

Early Communication and Language

Our Early Communication and Language Support is delivered as part of NeuroNest Early Intervention.

We support children with early communication, understanding, expressive communication, social communication, play-based interaction, regulation, engagement, and functional communication skills.

Support is tailored to each child’s individual developmental profile and may include:

• Early communication development
• Language understanding
• Expressive communication
• Social communication
• Play and interaction skills
• Functional communication
• AAC and visual supports
• Gestalt language processing-informed support
• Neurodiversity-affirming approaches

Our aim is to help children feel understood, communicate with greater confidence, and participate more fully in everyday life.

Family Partnership

Children make the greatest progress when families are actively involved.

We work closely with parents and caregivers, providing practical guidance, strategies, and ongoing support to help carry learning beyond the session environment and into everyday routines.

Modern Resources

To support engagement and motivation, NeuroNest incorporates a range of innovative tools and resources, including sensory equipment, neurofeedback technology, Particula Go Balance, GoChess, GoDice, Meta Quest, Xbox-based learning activities, Soundsory, Forbrain, interactive floor systems, projectors, educational games, and movement programmes.

These resources are used thoughtfully and purposefully to support developmental goals while keeping learning enjoyable and meaningful.

Our Mission

At NeuroNest, our mission is simple: to help children build the communication, confidence, regulation, independence, and life skills they need to participate fully in their families, schools, and communities.

We combine professional knowledge, evidence-informed practice, innovative resources, and genuine care to create a supportive environment where every child can grow, develop, and thrive.

Our team:

Kristina Rautek Potocnik

Kristina Rautek Potočnik is a Child Development Specialist, Early Intervention Specialist, Educational Rehabilitator, and Therapeutic Pedagogue with over 20 years of experience supporting children, families, and educational settings.

She is passionate about helping children develop the skills, confidence, and resilience they need to participate fully in everyday life. At NeuroNest Early Intervention, Kristina works with children from birth to 12 years of age, and in some circumstances up to 14 years, providing individualised support tailored to each child’s strengths, interests, needs, and developmental profile.

Her professional journey began in Croatia, where she graduated from the Faculty of Education and Rehabilitation Sciences at the University of Zagreb with a degree in Rehabilitation. During more than thirteen years of professional practice, she gained extensive experience supporting children with developmental differences, additional needs, learning difficulties, disabilities, and giftedness across educational and therapeutic settings.

Following her move to Ireland, Kristina continued to expand her knowledge and professional expertise through further study and specialist training. She completed an accredited Montessori qualification, followed by a First Class Honours Degree in Childhood Studies from Waterford Institute of Technology. She then completed a Master of Arts in Early Intervention and Inclusive Practice at Technological University of the Shannon (TUS), deepening her expertise in child development, family-centred practice, inclusion, and early support for children with additional needs.

Kristina has also completed a Master's Degree in Therapeutic Pedagogy and is currently in the final stages of completing a Master's Degree in Clinical Neuropsychology and Neuroeducation. In addition, she is undertaking an Advanced Master's Degree in Comprehensive Speech Therapy, further expanding her knowledge of communication, language development, and child-centred intervention.

Her practice is informed by developmental, relationship-based, and child-centred approaches, including DIR/Floortime®, JASPER (Joint Attention, Symbolic Play, Engagement and Regulation), Therapeutic Pedagogy, Montessori education, Reggio Emilia philosophy, sensory-informed practice, and play-based learning.

As a Certified Autism Spectrum Disorder Clinical Specialist (ASDCS), Kristina has completed advanced training in supporting autistic children and their families through evidence-informed and neurodiversity-affirming practice. She also holds qualifications in Therapeutic Play Skills, Applied Behaviour Analysis (ABA), Reflex Integration, Hand Therapy, and Sensory Integration-informed practice.

Kristina is a certified Sensory Inclusion Facilitator through Sensory Integration Education (United Kingdom). This specialist qualification focuses on understanding sensory processing differences and adapting environments to support participation, regulation, learning, and well-being.

Her work at NeuroNest integrates developmental assessment, early intervention, sensory-motor development, self-regulation, executive functioning, play-based learning, communication support, parent coaching, and educational consultation. She is particularly interested in how movement, relationships, play, and everyday experiences can be used to promote meaningful developmental progress.

Over the past several years, Kristina has completed more than fifty specialist professional development courses across child development, neurodevelopment, psychology, autism, sensory processing, communication, education, and therapeutic intervention. Areas of additional training include developmental assessment, professional report writing, individual education planning, executive functioning development, self-regulation and co-regulation, supporting brain development through everyday activities, school readiness, sensory-motor development, therapeutic observation and assessment, and responsive approaches to behaviour support.

Kristina strongly believes that every child has unique strengths, abilities, and potential. Her goal is to create supportive, nurturing, and empowering environments where children feel safe, understood, and valued. Through evidence-informed, relationship-based, and individualised support, she aims to help children build the foundations they need to flourish socially, emotionally, physically, communicatively, and cognitively both within their families and throughout their wider communities.

At NeuroNest, her focus is not simply on addressing difficulties but on recognising strengths, building connections, and helping every child reach their fullest potential.

Registrations and Memberships:

• Associate Member of AOTI (Association of Occupational Therapists of Ireland)

  Membership No: 10809

• Associate Member of PSI (Psychological Society of Ireland)

  Membership No: AM15626

• Member of PEIN (Prevention and Early Intervention Network)

• Associate Member of IACAT (Irish Association of Creative Arts Therapists)

  Membership No: 2559

• Member of IAIMH (Irish Association for Infant Mental Health)

• Certified in Autism Spectrum Disorder Clinical Specialist (ASDCS) - PESI

  Evergreen Certificate No: 258578

• Registered ABA Tutor / Behaviour Technician with the Irish Society for Behaviour Analysis (ISBA)

  Registration No: fdf8ab9586

• Teaching Council No: 345796

• Sensory Inclusion Facilitator Register

  Certified in Sensory Processing Differences: Recognise, Support, Adapt

• Member of the Association for Child and Adolescent Mental Health (ACAMH)

• Membership No. 114327

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Katie O’Callaghan

Katie O’Callaghan is an Early Intervention Assistant at NeuroNest Early Intervention, where she supports children within a warm, relationship-based, and developmentally informed environment focused on helping children feel safe, understood, confident, and engaged in learning. Katie brings a highly compassionate, emotionally attuned, and communication-focused approach to her work with children and families, with particular interest in supporting communication development, emotional regulation, self-expression, and child autonomy.

Katie completed a QQI Level 8 qualification in Speech and Language Therapy studies, which provided her with a strong foundation in children’s speech, language, communication, and cognitive development. Her studies deepened her understanding of how communication influences every aspect of a child’s life, including emotional wellbeing, learning, social interaction, behaviour, confidence, and independence. This knowledge strongly informs her work at NeuroNest, where she supports children through language-rich, play-based interactions that encourage communication, engagement, and participation in everyday activities.

Alongside her academic background, Katie has developed extensive practical experience working with children across a variety of educational, recreational, and supportive settings. Her previous experience includes volunteering with young children, coaching underage sports teams, supporting children in educational environments, and working with children with additional needs. Through these roles, she developed strong observational skills, patience, adaptability, and an ability to build positive, trusting relationships with children of different ages, personalities, and developmental profiles.

Katie is especially passionate about helping children feel emotionally safe and genuinely understood. Her approach is grounded in the belief that children thrive when their emotional, sensory, and communication needs are recognised and respected first. She understands that meaningful developmental progress happens when children feel secure, regulated, and supported by calm, responsive adults who take time to understand their individual ways of communicating and interacting with the world around them.

Within sessions, Katie supports children through carefully guided play-based and developmental activities designed to encourage communication, attention, emotional regulation, social interaction, confidence, and participation. She has a particular interest in supporting children’s communication development and creating environments where children feel comfortable expressing themselves without pressure or fear of judgement. Her calm and reassuring manner helps children build trust and confidence, particularly those who may initially feel anxious, dysregulated, overwhelmed, or hesitant in new environments.

Katie’s practice is strongly aligned with neuroaffirmative and child-centred principles. She values individuality, autonomy, advocacy, emotional safety, and respectful support, and she believes every child deserves to feel accepted for who they are. She takes care to follow the child’s lead where appropriate while also providing gentle structure, co-regulation, and encouragement that supports developmental growth in a way that feels natural and meaningful to the child.

She also has a growing interest in the relationship between communication, emotional regulation, and cognitive development, particularly how supportive interactions and emotionally safe environments can positively influence children’s confidence, participation, and overall wellbeing. Katie is committed to continuing her professional development within child development and early intervention practice and is passionate about expanding her knowledge to ensure she can continue providing thoughtful, high-quality support to children and families.

Within the NeuroNest team, Katie is known for her warm, dependable, and empathetic nature. She brings a positive attitude, strong teamwork skills, and a genuine dedication to helping children feel valued, capable, and supported in their developmental journey. Her ability to connect naturally with children, combined with her understanding of communication and child development, allows her to create meaningful interactions that support both emotional wellbeing and developmental progress.

At NeuroNest, Katie strives to create experiences where children feel encouraged to communicate, explore, engage, and develop confidence at their own pace. She believes that even small moments of connection, trust, and encouragement can have a lasting impact on a child’s development, and she is passionate about helping children build the foundations they need to thrive socially, emotionally, communicatively, and developmentally.

Rachel Larkin Burke

Rachel is an Early Intervention Assistant at NeuroNest Early Intervention. She is passionate about helping children feel safe, understood, and confident in who they are. With a strong background in child development, additional needs support, communication, and early childhood education, Rachel brings both professional knowledge and genuine warmth to every interaction with children and families.

Rachel recently completed her Level 8 Bachelor’s Degree in Early Childhood Care and Education and has already built extensive hands-on experience supporting children across a variety of settings. Throughout her career, she has worked as an Early Years Educator, Special Needs Assistant, swimming instructor, and childcare provider, supporting children from as young as seven months of age through to twelve years. She has worked closely with children of all abilities, including children with additional needs in early years environments, autism support classrooms, and community-based activities.

One of Rachel’s greatest strengths is her ability to build meaningful relationships with children. She understands that before learning can happen, children need to feel safe, accepted, and genuinely understood. Whether she is supporting a child through play, helping them regulate emotions, encouraging communication, or simply taking time to listen, Rachel focuses on creating trusting relationships that allow children to develop confidence and feel secure in themselves.

Rachel has a particular passion for communication development and emotional regulation. She believes every child deserves to have a voice and recognises that communication comes in many different forms. Her knowledge of communication support, combined with her use of Lámh and her strong interest in child-led practice, allows her to support children in ways that are meaningful, respectful, and tailored to their individual needs.

A defining moment in Rachel’s career came while supporting a child in an autism support classroom who was experiencing significant difficulties in school. Rather than focusing on demands, Rachel spent time engaging with the child through activities he genuinely enjoyed. Through patience, trust, and shared interests, she saw remarkable changes in his communication, confidence, attention, and emotional wellbeing. This experience reinforced her belief that strong relationships, understanding, and genuine connection can have a transformative impact on a child’s development.

Rachel also brings a unique background as a qualified Swim Ireland Level 1 and Level 2 instructor. Having taught swimming for many years, she has developed exceptional skills in building children's confidence, breaking learning into achievable steps, encouraging perseverance, and helping children overcome fears in a supportive and positive way. These skills transfer naturally into her work within early intervention, where patience, encouragement, and trust are essential.

Families often appreciate Rachel’s calm, approachable, and caring nature. She is known for being patient, creative, energetic, and genuinely invested in each child’s success. She takes pride in celebrating every achievement, no matter how small, and believes that children thrive when surrounded by adults who believe in them and recognise their strengths.

At NeuroNest, Rachel hopes every child she works with feels heard, valued, supported, and free to be themselves. She is committed to helping children build communication skills, emotional resilience, confidence, and independence while ensuring that both children and families feel welcomed and understood throughout their journey.

Rachel’s long-term goal is to continue developing her expertise through further study in areas such as Early Intervention, Play Therapy, communication support, and child development. She is deeply committed to lifelong learning and to providing the highest quality support possible for the children and families she works with.

1. Julianna Sowu

Julianna Sowu is an Early Intervention Assistant at NeuroNest Early Intervention, where she is developing her experience within a child-centred, play-based environment focused on creating meaningful, supportive experiences for children and families. She joined NeuroNest with a genuine interest in child development and a strong desire to build her understanding of how calm, consistent, and responsive adults can positively influence a child’s confidence, regulation, and overall sense of safety.

Julianna brings a warm, playful, and engaging presence to her role. She naturally introduces herself to children by coming down to their eye level and using a clear, calm voice, helping them feel comfortable and secure from the very beginning. She is especially drawn to children’s curiosity, innocence, and individuality, and she values the trust that can be built through small, respectful, and positive interactions. Her approach is grounded in kindness, patience, and emotional steadiness, with a clear understanding that children thrive best when they feel supported, understood, and safe.

Her training and practical experience have strengthened her interest in emotional regulation, child-centred support, and play-based learning. Julianna has completed Children First training and continues to develop her confidence in key areas such as play support, helping children build trust, supporting routines, and responding calmly when children need reassurance or co-regulation. She brings a thoughtful and mature attitude to her role and understands the importance of balancing warmth with clear boundaries, always keeping the child’s wellbeing at the centre of her interactions.

Julianna also brings previous hands-on experience with young children, which has helped her develop a natural ease in connecting with them and responding to their needs. She is observant, open-minded, and eager to learn, and she approaches each new experience with a positive attitude and a willingness to grow. She values calm communication, consistency, and respectful support, and recognises how important these are in helping children feel emotionally secure.

Within the NeuroNest team, Julianna is a dependable and positive presence. She enjoys working collaboratively, values guidance and feedback, and contributes through both practical support and strong team awareness. She is organised, energetic, creative, and observant, and is always willing to help where needed. Her personality combines gentleness with warmth, and she brings a naturally friendly and approachable manner that helps create a welcoming atmosphere for children and families alike.

Julianna hopes that children interacting with her feel encouraged, supported, and comfortable being themselves. Her time at NeuroNest has already strengthened her listening skills and deepened her appreciation for the importance of patience, consistency, and small everyday moments in a child’s development. She is continuing to explore her future pathway within work involving children and is enjoying the opportunity to grow her skills in a professional, nurturing environment.

Outside of NeuroNest, Julianna enjoys creative, hands-on, and reflective activities, which complement her patient and thoughtful way of working with children. These interests support her ability to engage children through shared attention, gentle encouragement, and playful interaction. She brings a kind and steady energy to the team and is proud to be developing her experience in an environment that values care, professionalism, and child-centred practice.

Mihaela Potocnik

Business Operations Manager/Administrator/Early Intervention Assistant

Mihaela Potocnik is currently completing a Bachelor of Laws (LLB) at South East Technological University (SETU). Her legal studies focus on analytical reasoning, regulatory frameworks, and governance within professional environments, areas that directly inform her work in organisational management and compliance.

Alongside her university studies, Mihaela has completed extensive professional training across business administration, management, law, and early childhood development. She holds diplomas in Business Administration, Corporate Management, and Effective Human Resource Administration, as well as certification in Legal Office Administration. Her additional coursework includes professional study in business law, GDPR and data protection, ethical decision-making in organisations, leadership ethics, organisational communication, and business process management.

Mihaela has also undertaken study connected to child development and early intervention environments. She holds diplomas in Development and Education in Early Childhood and Mental Health, and has completed specialist training through the University of Minnesota on resilience in children exposed to trauma, disaster, and adversity, which explores how environmental stressors can influence developmental outcomes and long-term wellbeing.

To further develop practical understanding of the environments in which children receive developmental support, Mihaela completed Special Needs Assisting qualification. This training forms part of her long-term professional development within NeuroNest and reflects her intention to gradually transition from a purely operational role toward supporting the early intervention team within sessions under professional supervision.

Within NeuroNest Early Intervention, Mihaela works as Business Operations Manager, overseeing the organisational and administrative systems that support the daily functioning of the practice. Since the early development of NeuroNest, she has played a key role in designing and implementing the operational structures that support scheduling, client communication, documentation management, and internal coordination between practitioners.

Her responsibilities include overseeing the operational and administrative systems that support the day-to-day functioning of NeuroNest. She manages the master schedule across practitioners, coordinates client enquiries and bookings, responds to family communications, maintains client documentation and records, and ensures that appointments and information are handled accurately and efficiently. Mihaela also develops and maintains internal administrative procedures and operational policies, manages the practice’s website and digital communications, and oversees the organisation of the practice environment to ensure it remains welcoming, well-prepared, and supportive for the children and families attending sessions.

In her Administrative role, Mihaela works closely with families attending NeuroNest and is often the first point of contact when families arrive. She places great importance on creating an organised, respectful, and supportive environment where both children and parents feel welcomed.

Through her combined background in law, administration, organisational management, and child development studies, Mihaela contributes to the professional structure and stability that allow NeuroNest to operate as a coordinated and supportive early intervention practice.

Karla Potocnik

STEM & Language Tutor

My name is Karla Potocnik, and I bring a unique blend of expertise and passion to my role as a tutor. As a qualified Piano Performer, I understand the discipline, dedication, and precision required to master any subject. I also hold a First Class Honours degree in Mechanical Engineering, a challenging and rewarding field that has strengthened my problem-solving skills, analytical thinking, and structured approach to learning. In addition, I am currently completing an MSc in Data Science, further expanding my technical and analytical knowledge. I have also completed the AAT Accounting Pathway Program and hold a Diploma in Xero, reflecting my broad academic interests and attention to detail across both technical and financial disciplines.

At NeuroNest, I provide specialised tutoring and grinds for students preparing for the Leaving Certificate and Junior Certificate examinations. My areas of expertise include Mathematics, Physics, Chemistry, Spanish, and German. I am deeply committed to simplifying complex concepts and delivering lessons tailored to each student’s unique needs and learning style. My teaching philosophy revolves around building confidence, fostering curiosity, and empowering students to reach their full potential.

Whether a student is working to strengthen their foundational understanding or aiming for top marks, my goal is to support steady, meaningful progress. I combine clear explanations with practical examples, visual support, and exam-focused strategies to ensure that every lesson is engaging, comprehensive, and effective. By creating a calm and supportive learning environment, I strive to make even the most challenging topics feel approachable and manageable.

With my diverse academic and creative background, I bring a well-rounded perspective to every subject I teach. I am passionate about helping students build confidence in their own abilities, overcome obstacles, and achieve strong results through understanding, consistency, and encouragement.