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.

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 practice 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 Years 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

Bruno Vidovic

My name is Bruno Vidovic, and I am a qualified psychologist with a bachelor's degree from South East Technological University (SETU). I also hold a certificate in Community Health Services, HARKLA Primitive Reflexes and am currently pursuing a Master’s degree in Mental Health Practice with Children and Young People. I am fluent in English and Croatian and have a passion for kickboxing. Additionally, I have experience in data analysis using SPSS, where I evaluate and match the effectiveness of therapeutic approaches to corresponding sample groups.

It is both an honor and a thrill to be part of the early intervention specialist team at NeuroNest. In today’s increasingly sedentary world, I believe it is crucial to teach both children and parents about the importance of movement through play within the framework of sensory integration therapy. This work holds meaning for me because it allows me to nurture children’s natural curiosity, helping them see obstacles as exciting challenges rather than barriers. Furthermore, I fully endorse NeuroNest’s psycho-educational intervention approach. My mission is not only to help children achieve their potential but also to empower parents with the tools they need to strengthen their relationships with their children. This holistic approach ensures lasting, meaningful progress for the entire family.

Registrations and Memberships:

• Associate Member of PSI (Psychological Society of Ireland)

  Membership No: M15514

• Member of PEIN (Prevention and Early Intervention Network)

Lucy Fitzpatrick

My name is Lucy Fitzpatrick, and I am an experienced professional with a strong and well-developed background in working with children across different settings. Over the years, I have gained valuable knowledge and practical understanding of how to support young people in ways that encourage their growth and development. I am a fully qualified Special Needs Assistant who is deeply committed to helping create inclusion, equality, and nurturing environments where every child feels supported, valued, and understood. My role involves not only assisting children in their daily learning and activities but also promoting their independence, confidence, and sense of belonging.

In addition, my background in social care has provided me with a broad range of essential skills that enable me to effectively understand, recognise, and respond to the emotional, social, and behavioural needs of children with different abilities and challenges. This experience has strengthened my capacity to show patience, empathy, and flexibility while working closely with children, families, and educators. It has also given me the tools to help children manage their emotions, build positive relationships, and engage fully in their education and community life.

Mihaela Potocnik

My name is Mihaela Potocnik. I am proud to be both a tutor and administrator at NeuroNest, where I am dedicated to supporting students in their academic journeys and ensuring the smooth day-to-day operations of our practice.

I graduated from secondary school in 2023 with outstanding results, including H1s in English, Politics, and Geography. I now offer tutoring for Leaving Cert students in English, Politics, and Geography at both Ordinary and Higher Level, as well as English and Geography for Junior Cert students. My approach to tutoring is student-centred, focusing on building confidence and providing tailored support to help students excel in their exams. I am passionate about making learning engaging and accessible for everyone.

In addition to tutoring, I manage administrative responsibilities at NeuroNest. I am currently studying Law at South East Technological University (SETU), which has strengthened my organisational and critical thinking skills, making me proficient in handling a wide range of administrative tasks.

Fluent in both English and Croatian, I am always available to answer enquiries, assist with scheduling, and ensure a seamless experience for all NeuroNest clients.

Whether you're seeking academic support or administrative assistance, I am eager to help and committed to providing the best possible experience at NeuroNest.

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.