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.

Early Intervention at NeuroNest

• Our Philosophy

At NeuroNest Early Intervention in Waterford, we believe that every child deserves the chance to grow, learn, and feel confident in their own abilities. Early intervention means giving the right support at the right moment, before small challenges grow into bigger difficulties. Every child is unique, so our role is to provide an individual plan that matches their stage of development, personality, and strengths.

• Developmental Assessment

Our process begins with a developmental observation and non-clinical assessment, always carried out through play and everyday activities so that children feel safe, relaxed, and engaged. This approach allows us to build a holistic picture of each child’s development.

We look closely at motor skills and fine motor coordination, language and communication, sensory processing, attention and memory, emotional regulation, and social interaction. We also observe how the child manages everyday routines, how they follow instructions, and how they play with peers and adults. Play is central to this process, because it reflects the child’s natural way of learning and expressing themselves, and gives us authentic insight into both strengths and challenges.

A key element of our assessment is the observation of primitive reflexes. These automatic movements, such as the startle or grasp reflex, are essential in infancy but should gradually disappear as the nervous system matures. If they remain active, they may quietly affect balance, posture, attention, learning, behaviour, and even emotional well-being. Identifying and supporting reflex integration can therefore be a powerful turning point.

Because we are trained to assess and integrate primitive reflexes, we can design simple, playful activities that help the body and brain to work together in harmony. This process strengthens the child’s foundation for growth, making it easier for them to develop new skills, build confidence, and take part more fully in family, school, and community life.

Our assessment is more than a checklist – it is a comprehensive, child-centred process that gives families a clear understanding of where their child is right now, and how best to support the next steps in their journey.

• How We Work

Our sessions combine many approaches. A central part of our work is the therapeutic use of play, creative media, and expressive arts. These methods allow children to explore feelings, practice problem-solving, and build communication skills in a natural and enjoyable way. Through art, music, movement, role play, and storytelling, children gain space to express themselves, regulate emotions, and discover new strengths.

Therapeutic Play at NeuroNest

Therapeutic play is one of the core methods used in NeuroNest. It is a professionally guided, developmentally informed approach where play becomes the main channel for communication, regulation, and learning. During sessions, children are not “just playing”—they are engaging in structured activities that support sensory processing, attention, emotional regulation, motor planning, social interaction, and language development. Because play is instinctive and emotionally safe for children, therapeutic play allows us to reach deep developmental goals while preserving joy, autonomy, and connection. This approach integrates principles of developmental neuropsychology, early intervention, sensory integration, and therapeutic pedagogy, making it a powerful pathway for meaningful progress.

We also use didactic and therapeutic methods to build skills in attention, memory, problem-solving, and communication. Multisensory learning – through vision, hearing, touch, and movement – makes it easier for children to connect new experiences and remember them. When needed, we include communication-focused strategies, supporting both speech and alternative or assisted communication (AAC).

For some children, behavioural and cognitive-behavioural strategies are helpful. We use positive reinforcement and step-by-step learning to build new skills, while also teaching children strategies to solve problems, manage emotions, and strengthen social behaviour. In small group sessions, children can practise social skills, teamwork, and inclusion, learning how to play and cooperate with peers.

• Functional Training

A very important part of our work is functional training. This means helping children gain independence in daily activities such as eating, dressing, and managing routines. For older children, this can also include preparation for school life, community participation, and later independence – always within a developmental and educational context.

We believe that no child develops in isolation. That is why we work closely with families. Parents and caregivers are included at every step, supported with guidance and practical strategies they can use at home. This cooperation makes progress faster and more meaningful, as children practice skills not only in sessions but also in everyday life.

• Multidisciplinary Support

Our approach is both multidisciplinary and transdisciplinary. This means we collaborate with other professionals when needed – including speech and language therapists, psychologists, occupational and physiotherapists, teachers, and early years educators. By bringing together expertise from different fields, we can provide each child with well-rounded and effective support. Our role is complementary, working alongside registered health and education professionals.

• Modern Tools and Resources

To make learning even more engaging, we integrate modern tools and resources. These include neurofeedback technology, Particula Go Balance, GoChess, GoDice, Meta Quest, Xbox, Soundory, Forbrain, the Let’s Fly programme, interactive floor mats, and projectors for music and movement. We also use sensory equipment and carefully chosen educational games, including Artea games, which combine fun with clear developmental goals.

• The Outcome

Through all these methods, children are supported in every area of development. They build stronger motor skills, learn to focus and remember better, develop richer communication, improve emotional control, and gain confidence in social interaction. Every session is both professional and playful, carefully designed to be evidence-based yet enjoyable for today’s children.

• Our Mission

At NeuroNest, early intervention means more than sessions. It means helping children become active, confident, and independent members of their families and communities. It is about creating a safe and creative space where each child can grow step by step, supported by professional knowledge, modern tools, and the warmth of human connection.

Our team:

Kristina Rautek Potocnik

My name is Kristina Rautek Potocnik, and I am a Child Development Specialist and Early Intervention Specialist with over 20 years of experience. I am dedicated to supporting children from birth to 12 years of age (and in some cases up to 14) in their growth, learning, and overall development, helping them reach their fullest potential.

My professional journey began in Croatia, where I graduated from the University of Zagreb, Faculty of Education and Rehabilitation Sciences, with a degree in Rehabilitation. This qualification, now recognised under the Bologna Process as positioned between an Honours Bachelor’s degree and a Master’s degree, awarded me the title of Professor of Rehabilitation. Over more than 13 years in Croatia, I gained extensive experience supporting children with developmental difficulties, special educational needs, and giftedness.

After moving to Ireland, I expanded my education and practice. I first completed an accredited Montessori qualification at Chevron College, which grounded me in child-centred learning and early childhood development. This was followed by a First Class Honours Degree in Childhood Studies from Waterford Institute of Technology, where I deepened my knowledge of developmental theory and inclusive practice. Building on this, I completed a Master of Arts in Early Intervention and Inclusive Practice at Technological University of the Shannon (TUS), further refining my ability to support children with additional needs.

At present, I am pursuing an Advanced Master’s Degree in Comprehensive Speech Therapy at TECH Global University, which enhances my expertise in children’s speech, language, and communication development. Alongside this, I am completing a Professional Master’s Degree in Therapeutic Pedagogy, equipping me with advanced tools for inclusive education and specialised intervention. Together, these studies strengthen my holistic, evidence-based approach to supporting children and families.

As a Certified Autism Spectrum Disorder Clinical Specialist (PESI), I apply evidence-based strategies to foster development across all domains for children with ASD. With advanced training in Therapeutic Play Skills (IICP), I use play as a dynamic medium to promote communication, learning, and emotional expression. My practice is further enriched by expertise in Sensory Integration (Sensory Integration UK) and Hand Therapy, supporting children with challenges in motor coordination and sensory processing. I also hold certification in Reflex Integration (Harkla) and a Diploma in Applied Behaviour Analysis (City Colleges), enabling me to design and implement behavioural supports that are both practical and effective.

I completed the Sensory Inclusion Facilitator Certificate with Sensory Integration Education in the UK, a programme designed to strengthen practical skills in recognising sensory processing differences and adapting environments. This qualification is especially important in my work at NeuroNest, where many children experience sensory sensitivities that influence their regulation, comfort, and participation in everyday life. By applying the principles of Ayres Sensory Integration® together with the Person–Environment–Occupation model, I can identify hidden barriers in children’s daily activities and introduce meaningful, sensory-informed adaptations that enhance engagement and well-being. This certification not only deepens my professional expertise but also ensures that NeuroNest continues to grow as a truly sensory-informed and inclusive centre, where children and families are supported in every aspect of development.

My work also integrates Early Intervention Through Physical Activities, where movement and physical activity are used as powerful tools for developmental progress. In the area of early communication, I employ foundational strategies that support emerging speech and interaction while respecting the boundaries of formal speech and language therapy.

Over the past seven years, I have invested deeply in continuous professional development, completing more than 50 CPD courses across child psychology, social care, public health, and therapeutic interventions. This commitment ensures that my practice is always informed by the latest advances in research and clinical application.

I draw inspiration from diverse educational philosophies, including Reggio Emilia, Waldorf, and Montessori, each of which values the child’s agency, curiosity, and capacity for self-directed learning. These frameworks guide my practice by emphasising creativity, independence, holistic growth, and the importance of relationships and environments in nurturing a child’s full potential.

By integrating traditional methods with innovative approaches, I aim to create supportive and empowering environments where children can grow confidently. My ultimate goal is to provide every child with the foundation they need to flourish—socially, emotionally, physically, and cognitively—both at home and within educational settings.

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

• Registered CPD Provider for Ireland

  Provider No: #786888

• Teaching Council No: 345796

• Sensory Inclusion Facilitator Register

  Certified in Sensory Processing Differences: Recognise, Support, Adapt

Jennifer Butler

My name is Jenny Butler, and I recently joined NeuroNest Early Intervention as a part of my work experience. I graduated from University College Cork with a Level 8 degree in Social Science, where I studied psychology, sociology, social policy, ethics, and economics. These areas deepened my understanding of how children grow, how families navigate challenges, and how supportive environments can shape a young person’s wellbeing. This broad foundation has nurtured in me a strong sense of empathy, curiosity, and respect for every child’s unique journey.

I chose to complete a voluntary placement at NeuroNest during my gap year because I wanted to gain real, meaningful insight into early intervention and play-based learning. From my very first interactions with the team, I felt genuinely welcomed—Mihaela’s communication immediately made me feel valued, and meeting Kristina showed me the depth of care and dedication behind every session. Being here has confirmed my desire to pursue a future in Occupational Therapy, where I can support children in building independence, confidence, and coping skills.

With children, I introduce myself in a friendly and playful way to help them feel comfortable and safe. I enjoy building trust and forming positive, meaningful relationships, especially through small moments where a child feels understood or proud of themselves. I see myself as genuine and caring, and I aim to create a space where children know their feelings are allowed, respected, and normal.

I have completed training in manual handling, early years modules, psychology modules, and additional coursework through my degree. While I am still developing my hands-on experience, I bring strong observational skills, patience, and a natural ability to build rapport. I stay grounded through breathing techniques and calm affirmations, ensuring I can support children even during challenging or emotional moments. My goal is always to offer steadiness, warmth, and a sense of emotional safety.

Outside of NeuroNest, I enjoy going to the gym — a space that teaches discipline, resilience, and the value of steady progress. These lessons translate into my work with children; growth is rarely linear, and small, consistent steps often lead to the most meaningful change. One of my favourite childhood memories is the day my family brought home our dog, Sandie—a moment filled with excitement, connection, and pure joy. It reminds me why I love working with children: they live so fully in every moment, and being part of their world is a privilege.

Within the team, I am communicative, supportive, and eager to learn from everyone around me. Colleagues might describe me as hardworking, efficient, and adaptable, while children often see me as friendly, trusting, and helpful. I contribute by offering an outside perspective, asking thoughtful questions, and bringing genuine enthusiasm to each day.

During my time at NeuroNest, I hope to provide children with a sense of comfort, safety, and trust — while continuing to grow in my understanding of early intervention. I am grateful for this opportunity and excited for the experiences that will shape my path toward becoming an Occupational Therapist.

Lucia Fitzpatrick

Lucy Fitzpatrick is an Early Intervention Assistant working under the supervision of an Early Intervention Specialist at NeuroNest Early Intervention. She brings a highly skilled, compassionate, and developmentally informed approach to supporting children in their early years. With extensive experience across educational and care environments, Lucy has developed a strong ability to understand children’s individual developmental profiles and respond in ways that support not only their learning, but also their confidence, emotional well-being, and sense of security.

As a qualified Special Needs Assistant with a background in social care, Lucy is deeply committed to creating inclusive and nurturing environments where every child feels safe, understood, and supported. Her work focuses on building strong, trusting relationships with children and supporting them through carefully structured, play-based interactions that encourage curiosity, engagement, and developmental growth. Lucy supports children in developing key early skills including communication, social interaction, attention, emotional regulation, sensory-motor coordination, and independence. Through consistent and responsive support, she helps children feel confident exploring their environment and developing the foundations necessary for learning and participation.

Lucy’s approach is guided by the core principles of early intervention. She understands that the early years are a critical period in a child’s development, where timely, responsive support can significantly influence long-term outcomes in learning, emotional resilience, and social development. She takes great care to observe each child closely, recognise their strengths and emerging abilities, and tailor her interactions to meet their individual developmental needs. By doing so, Lucy ensures that children receive meaningful, individualised support that encourages steady and sustainable progress.

In addition to her extensive hands-on experience working with children, Lucy has invested significantly in professional development to strengthen her expertise within early intervention practice. She holds certification in Primitive Reflex Integration through Harkla, which supports her understanding of how early neurological development can influence movement, regulation, and learning. She has also completed training in Applied Behaviour Analysis (ABA), enabling her to incorporate structured, evidence-informed strategies that support positive behaviour development, skill acquisition, and emotional regulation.

Lucy has also undertaken further professional study in play-based therapeutic approaches, recognising the vital role that play holds in supporting children’s development. Through thoughtful and intentional play interactions, she supports children in developing problem-solving skills, communication, self-confidence, and emotional understanding. Her work emphasises the importance of creating environments where children feel comfortable taking risks, trying new activities, and celebrating their achievements, no matter how small.

Collaboration is a central part of Lucy’s practice. She works closely with families, educators, and multidisciplinary professionals to ensure that each child receives consistent and coordinated support. Lucy understands that meaningful progress occurs when everyone involved in a child’s development works together with shared understanding and clear goals. Her strong interpersonal and communication skills allow her to build positive relationships with both children and adults, helping to create supportive networks around each child.

Through her work at NeuroNest, Lucy strives to create engaging and supportive environments where children feel encouraged to explore, communicate, and develop new skills at their own pace. Her calm, patient, and empathetic approach helps children feel secure and valued, which in turn allows them to participate more confidently in learning and social experiences.

Lucy is currently completing a Special Purpose Award in Special Education, further strengthening her expertise in supporting children with additional needs within early intervention and inclusive learning environments. She is passionate about continuing to expand her knowledge and ensuring that the children she works with benefit from current best practices in developmental support.

For Lucy, working with children is far more than a profession. It is a vocation built on empathy, patience, and genuine dedication to helping children thrive. She believes that every child deserves to feel seen, heard, and supported, and she takes great pride in helping children build the skills, confidence, and resilience that will support them throughout their lives.

Patrick Joseph Hogan

PJ Hogan is part of the NeuroNest team as a Student Placement, having joined the centre in January and remaining with us until August as part of his academic training. He is currently in Year 3 of a degree in Health Fitness Management and has a clear professional goal of progressing to a Master’s degree in Occupational Therapy in the future.

Since joining NeuroNest, PJ has settled exceptionally well into the environment and has quickly become a familiar, trusted, and much-loved presence for both children and staff. Children naturally gravitate towards him, responding positively to his calm energy, warmth, and playful engagement. His ability to connect feels instinctive, and it is already very evident that working with children is something that comes naturally to him.

PJ currently leads sessions with a child under Kristina’s supervision, and this work has highlighted his strengths in real time. He approaches sessions with confidence, sensitivity, and genuine care, balancing structure with play in a way that supports the child’s engagement, communication, and emotional regulation. His interactions are thoughtful and attuned, and it is clear from observing his practice that this pathway is very well suited to him.

PJ speaks English, with some Irish and German, and has completed First Aid training. He has experience supporting children aged 2 to 10 years, including extensive babysitting within his family. This background has helped him develop a strong sense of responsibility, adaptability, and ease around children of different ages and personalities.

A defining feature of PJ’s approach is the playful, movement-based energy he brings to his work. As someone who loves hurling and soccer, he naturally incorporates movement, fun, and shared activity into his interactions, which many children respond to immediately. He strongly believes that play can be a powerful tool to support communication, behaviour, and relationship-building, and this belief is clearly reflected in how he works with children day to day.

PJ describes himself as funny, caring, and kind, and these qualities are consistently evident in his interactions. His work is guided by the values of respect, patience, and calmness, and he has a natural ability to help children feel comfortable and safe in his presence. He builds trust quickly by being approachable, gentle, and genuinely interested in each child as an individual.

Within the team, PJ is known as helpful, friendly, and cheerful. He works extremely well as part of a team, shows respect for every role, and contributes positively to the overall atmosphere of the centre. He is open to feedback, values learning, and approaches both praise and constructive guidance with maturity and professionalism.

PJ credits his parents as his biggest influences growing up and places strong value on family, humour, and connection. He enjoys spending time with friends and family, and brings this sense of warmth and positivity into his work. As a child, he loved creative expression and once dreamed of becoming an artist. Some of his favourite childhood memories include family holidays and sporting events, and his favourite children’s book and film were Diary of a Wimpy Kid and Shrek.

PJ has shared that his experience at NeuroNest is already having a significant impact on his professional development, allowing him to build skills, gain confidence, and learn directly from experienced practitioners. His first impressions of occupational therapy are overwhelmingly positive, and it is clear that this placement is helping to shape his future direction in a very meaningful way.

PJ’s presence at NeuroNest reflects our commitment to nurturing future professionals, recognising natural strengths, and creating an environment where kindness, care, and connection are at the centre of everything we do. He is a valued member of our team, and we are delighted to support him on this stage of his journey.

Mihaela Potocnik

Business Operations Manager/Administrator

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 is currently completing 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

My name is Karla Potocnik, and I bring a unique blend of expertise and passion to my role as a tutor. As a graduated Piano Performer, I understand the discipline, dedication and precision required to master any subject. I am also a graduated Mechanical Engineer with a First Class Honours degree, a challenging and rewarding field that has honed my problem-solving skills and analytical thinking.

At NeuroNest, I provide specialized 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 you’re working to improve your foundational understanding or aiming for top marks, my goal is to help you succeed. I combine clear explanations with practical examples to ensure that every lesson is engaging, comprehensive, and impactful. By creating a supportive learning environment, I strive to make even the most challenging topics approachable and manageable.

With my diverse academic background and a passion for education, I bring a well-rounded perspective to every subject I teach. I am here to support you on your educational journey, helping you overcome obstacles and achieve outstanding results.