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

• Sensory Inclusion Facilitator Register

  Certified in Sensory Processing Differences: Recognise, Support, Adapt

Jennifer Butler

Early Intervention Assistant (Work Experience)

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

My name is Lucy Fitzpatrick, and I am an experienced professional with a strong and well-developed background in working with children across a variety of educational and care settings. Over the years, I have gained valuable knowledge and hands-on experience that allow me to support young people in ways that encourage not only their growth and learning but also their confidence and emotional well-being.

As a fully qualified Special Needs Assistant, I am deeply committed to creating inclusive, equitable, and nurturing environments where every child feels supported, valued, and understood. My role extends beyond providing assistance in daily routines and classroom activities—it’s about building meaningful relationships, understanding each child’s unique strengths and needs, and empowering them to reach their full potential. I believe that inclusion begins with empathy and respect, and I take pride in fostering a sense of belonging in every setting I work in.

In addition to my work in education, my background in social care has provided me with a broad foundation of essential skills that strengthen my ability to respond effectively to the diverse needs of children. This experience has deepened my understanding of emotional regulation, behaviour management, and the importance of early support for children with additional or complex needs. I have developed strong interpersonal and communication skills that allow me to work collaboratively with families, teachers, and multidisciplinary teams to ensure that each child receives consistent and individualised care.

I am particularly passionate about supporting children in building independence, resilience, and self-esteem. I find great joy in helping them overcome challenges, celebrate small achievements, and discover their own strengths through positive reinforcement and play-based learning. I always approach my work with patience, empathy, and flexibility—qualities that I believe are essential in building trust and supporting meaningful progress.

Throughout my career, I have also participated in continuous professional development, attending workshops and training focused on child development, special educational needs, communication support, and emotional well-being. This ongoing learning allows me to stay informed about best practices and new approaches that can enhance my work and benefit the children I support.

For me, working with children is not just a profession—it is a vocation. I feel privileged to play a role in their lives and to contribute to their happiness, learning, and growth. Every child deserves to feel seen, heard, and celebrated for who they are, and my goal is to ensure that each one I work with experiences that sense of recognition and care every day.

Mihaela Potocnik

My name is Mihaela Potocnik, and I am the Administrator at NeuroNest Early Intervention. I oversee the day-to-day operations of the practice, ensuring that everything runs smoothly for our families and team. From scheduling appointments and managing client communications to maintaining clear records and supporting staff coordination, I take pride in creating a warm, organised, and professional environment for everyone who visits NeuroNest.

When the practice first opened, our founder identified a need for dedicated operational support to bring her vision of a high-quality, family-centred service to life. I stepped into that role with enthusiasm, helping to build the administrative and communication systems that now keep our clinic running efficiently.

My work involves coordinating the master schedule across multiple specialists, managing bookings and enquiries, and ensuring all client documentation and reminders are accurate and up to date. I also lead NeuroNest’s online presence, maintaining the website and managing our social media platforms to ensure families have access to clear and supportive information about our services.

At reception, I welcome families and neurodiverse children with patience, empathy, and understanding. I make sure that every therapy space is safe, sensory-friendly, and inviting, so children feel comfortable and supported from the moment they arrive. I also take responsibility for practical aspects of the practice—sourcing materials, preparing resources, and ensuring our environment is always ready for each child’s needs.

In addition to my management role, I provide academic tutoring in English, Politics, and Geography for both Leaving Certificate and Junior Cycle students. My approach is student-centred, focusing on building confidence, motivation, and enjoyment of learning.

Currently, I am studying Law at South East Technological University (SETU), which continues to strengthen my analytical, organisational, and communication skills. Fluent in English and Croatian, I am always available to assist with enquiries, scheduling, or support for families.

Every day, I am proud to contribute to the welcoming, organised, and inclusive environment that defines NeuroNest—a place where children, families, and professionals can truly thrive.

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. Now I am preparing to embark on an exciting new journey: training to become a pilot.

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.