Many parents notice their toddler walking on tiptoes and wonder whether it’s something to worry about. The short answer: sometimes it’s perfectly normal, and sometimes it signals an underlying issue that benefits from early support.

As a paediatric occupational therapist in Malta, I see toe walking in children across a wide range of ages and developmental profiles. Understanding the cause helps us choose the right approach.

What Is Toe Walking?

Toe walking means a child walks on the balls of their feet, with their heels not touching the ground — or touching only intermittently. Some children do this all the time; others only occasionally.

It’s very common in toddlers just learning to walk. Most children naturally transition to a heel-to-toe gait pattern by age 2. When toe walking continues past this age, it’s worth investigating further.

Common Causes of Toe Walking

Idiopathic Toe Walking

This is the most common type. “Idiopathic” simply means there’s no clear underlying cause. The child has developed a habit of toe walking, often with some tightness in the calf muscles and Achilles tendon. They can walk with flat feet when asked, but naturally default to tiptoes.

Sensory Processing Differences

This is where my expertise as a sensory integration specialist comes in. Many children who toe walk have tactile sensitivity in their feet — the sensation of the full foot on the ground is uncomfortable or overwhelming. Walking on tiptoes reduces the surface area in contact with the ground, providing a less intense sensory experience.

These children often dislike walking barefoot on grass, sand, or certain floor surfaces. They may also show other signs of sensory sensitivity.

Autism Spectrum Disorder

Toe walking is more prevalent in autistic children than in the general population. It can be related to sensory differences, motor differences, or body awareness challenges. It’s one of many factors that might prompt an autism assessment.

Neurological Conditions

Conditions such as cerebral palsy, spastic diplegia, or muscular dystrophy can cause toe walking due to increased muscle tone in the lower limbs. This type is usually accompanied by other neurological signs and typically requires medical evaluation.

Vestibular and Proprioceptive Processing

Some children toe walk to increase proprioceptive feedback — it heightens the sensation of the ground beneath them, helping them feel where their body is in space. This is the opposite of the sensory-avoiding child: this child is seeking more input, not less.

When Should You Be Concerned?

Not all toe walking requires intervention. But I recommend seeking a professional assessment if:

• Your child is consistently toe walking past age 2
• They cannot place their heels flat on the ground (limited ankle range of motion)
• Toe walking is accompanied by delayed speech, social difficulties, or other developmental concerns
• You notice calf tightness, leg pain, or an unusual gait pattern
• The pattern is getting more pronounced rather than naturally resolving

How Occupational Therapy Can Help

Occupational therapy addresses toe walking from a sensory and functional perspective. In my practice in Malta, I typically begin with a full sensory and motor assessment to understand why a child is toe walking.

Sensory Desensitisation

For children with tactile hypersensitivity, I use a graded programme to increase comfort with different textures and sensations on the feet. This includes activities like:

• Walking barefoot on different surfaces (grass, sand, carpet, tiles)
• Foot massage with varying pressures
• Sensory bins for the feet
• Deep pressure through the feet — jumping, stamping, and stomping activities

Proprioceptive Input Activities

For children who toe walk to seek input, we provide alternative, more appropriate ways to get the proprioception they need — through obstacle courses, heavy work, and specific foot-based activities.

Strengthening and Stretching

I often work alongside physiotherapists in Malta to address any calf tightness or weakness. Stretching the Achilles tendon and strengthening the muscles that support heel-strike walking are important components of treatment.

Functional Integration

Ultimately, the goal is for children to walk comfortably and safely in their everyday environments — at school, on the beach, at home. We make sure progress transfers into real-life settings.

Exercises to Try at Home

• Heel walking: Encourage your child to walk on their heels from one point to another. Make it a game.
• Incline walking: Walking up a slope naturally encourages heel contact.
• Barefoot time: Gradually increase barefoot time on different surfaces.
• Squatting play: Playing in a squat position naturally stretches the calf muscles and Achilles.

If you’re concerned about your child’s development, contact us at +356 99872936 or visit wonderkids.mt to book an assessment.

The post Toe Walking in Children: Causes, Concerns, and Treatment Options appeared first on Occupational Therapy Malta.

Anxiety is one of the most common mental health challenges in childhood. Yet many children struggle for months or years before anyone recognises what’s happening. As a paediatric occupational therapist in Malta, I work with many anxious children — and what I see is that anxiety often shows up in the body before it shows up in words.

A child might not say “I feel anxious.” Instead, they refuse to go to school, melt down over small changes, complain of tummy aches, or cling to parents. Understanding these signals is the first step.

Signs of Anxiety in Children

Anxiety looks different at different ages, but here are some common signs I look for:

• Frequent worrying or asking “what if” questions
• Avoidance of new situations, places, or people
• Physical complaints: headaches, stomach aches, feeling sick before school
• Sleep difficulties — trouble falling asleep, frequent waking, nightmares
• Irritability and emotional outbursts that seem disproportionate
• Difficulty separating from parents
• Perfectionism and fear of making mistakes
• Seeking constant reassurance

If several of these sound familiar, your child may be experiencing anxiety. That doesn’t mean something is terribly wrong — but it does mean they need support.

The Sensory Connection to Anxiety

Here’s something many parents don’t know: sensory processing and anxiety are closely linked. Children who are hypersensitive to sensory input — noise, touch, light, crowds — have nervous systems that are already working hard. Loud environments, scratchy clothing, or unexpected changes can push them into a state of overwhelm very quickly.

This isn’t a behaviour problem. It’s a nervous system response. And it’s one of the reasons occupational therapy is so effective for anxious children.

Conversely, some children seek intense sensory input — crashing, spinning, chewing — as a way to regulate a nervous system that feels dysregulated. Understanding whether your child is over- or under-responsive to sensation helps us choose the right calming strategies.

How Occupational Therapy Helps Anxious Children

OT doesn’t just treat motor skills. It supports children’s ability to participate in daily life — and anxiety is a significant barrier to that participation. Here’s how I approach anxiety in my Malta practice:

Sensory Integration Therapy

By providing carefully graded sensory experiences — proprioception, vestibular input, deep pressure — we help regulate the nervous system from the bottom up. A regulated nervous system is less reactive and better able to cope with stress.

Building Interoceptive Awareness

Interoception is the sense that tells us what’s happening inside our bodies — hunger, heartbeat, tension, butterflies. Many anxious children have poor interoceptive awareness. They don’t notice anxiety building until they’re already overwhelmed. OT helps children tune into early body signals so they can act before reaching crisis point.

Teaching Practical Coping Strategies

I work with children to build a personalised toolkit of calming strategies. These are concrete, sensory-based tools they can use independently in real situations.

Graded Exposure Through Meaningful Activity

When anxiety causes avoidance, we use gentle, graded exposure through activities the child enjoys. We build confidence slowly, celebrating each small step.

A Calming Toolkit: Practical Strategies for Home

Here are strategies I regularly teach children and families across Malta:

Breathing Techniques

• Balloon breathing: Breathe in slowly to “inflate” your tummy like a balloon, breathe out slowly to deflate.
• Box breathing: Breathe in for 4 counts, hold for 4, breathe out for 4, hold for 4. Repeat.
• Starfish breathing: Trace the outline of your hand slowly as you breathe in and out.

Sensory Calming Tools

• Heavy blankets or weighted lap pads: Deep pressure is naturally calming for the nervous system.
• Fidget tools: Squeezing, pulling, or manipulating something in the hands releases tension.
• Chewy snacks or chewing gum: Oral proprioception is very regulating.
• Noise-cancelling headphones: For children overwhelmed by auditory input in busy environments.

Movement Breaks

Physical movement is one of the most effective anxiety regulators available. Wall push-ups, jumping jacks, carrying a heavy backpack, or a quick walk can shift a dysregulated nervous system remarkably quickly.

When Should You Seek Professional Help?

If anxiety is significantly affecting your child’s daily life — school attendance, friendships, family activities, or sleep — it’s time to seek support. Early intervention is always better than waiting.

As a paediatric OT, I can assess your child’s sensory profile, identify triggers, and develop a practical plan to help them cope more effectively. Where needed, I collaborate with psychologists, speech and language therapists, and other professionals to provide holistic support.

If you’re concerned about your child’s development, contact us at +356 99872936 or visit wonderkids.mt to book an assessment.

The post Anxiety in Children: How Occupational Therapy Can Help appeared first on Occupational Therapy Malta.

Emotional regulation is the ability to manage your feelings and behaviours in response to what is happening around you. It means being able to calm down after excitement, tolerate frustration without melting down, and return to a settled state after something upsetting. It is one of the most important skills a child can develop — and one of the hardest.

Children are not born knowing how to regulate. The brain’s regulatory systems develop throughout childhood and into early adulthood. What looks like bad behaviour is often a child who has not yet developed the tools to manage their own nervous system.

Why Occupational Therapists Work on Emotional Regulation

Many people associate occupational therapy with physical skills — fine motor, handwriting, balance. But regulation is central to OT work. A child who cannot regulate their emotions cannot learn, engage in play, or participate in daily routines effectively. Before any other skill can develop, the nervous system needs to feel safe and organised.

As a paediatric OT working in Malta, I see emotional regulation difficulties in children with sensory processing challenges, ADHD, autism, anxiety, and in many children with no formal diagnosis at all. The OT approach looks at what is driving the dysregulation — often sensory, often environmental — and addresses the root cause.

The Zones of Regulation

One of the most useful frameworks I use with children and families is the Zones of Regulation, developed by Leah Kuypers. It uses four colour-coded zones to describe emotional and physiological states.

The Four Zones

• Blue Zone: Low energy states — tired, sad, bored, sick. The body and mind feel slow.
• Green Zone: The ideal learning state — calm, happy, focused, ready to engage.
• Yellow Zone: Elevated alertness — excited, anxious, frustrated, silly. The child is still in control but needs support.
• Red Zone: Extreme states — furious, terrified, out of control. The child cannot access rational thinking in this state.

Teaching children to identify which zone they are in — without judgment — is the first step. We cannot expect a child to regulate if they cannot recognise their own state. Even four and five-year-olds can begin learning to identify their zones with the right support.

The Sensory Connection

Regulation and sensory processing are deeply connected. The nervous system receives sensory input constantly, and how that input is processed affects a child’s level of arousal. A child who is sensory seeking may appear hyperactive and impulsive — they are not misbehaving, they are trying to self-regulate through movement and stimulation. A child who is sensory avoiding may appear anxious or rigid — their nervous system is overwhelmed.

Understanding a child’s sensory profile helps us choose regulation strategies that work with the nervous system rather than against it.

Sensory Strategies for Emotional Regulation

These strategies work by changing the child’s level of arousal through the sensory system. Different inputs have different effects on the nervous system.

Calming Strategies (for Yellow and Red Zones)

• Heavy work: Activities that involve pushing, pulling, and carrying — wheelbarrow walking, carrying a backpack, pushing a full laundry basket. Heavy work activates the proprioceptive system and has a grounding, calming effect.
• Deep pressure: Firm hugs, weighted blankets, compression clothing, or lying under couch cushions. Many children find deep pressure deeply calming.
• Slow, rhythmic movement: Rocking on a rocking chair, gentle swinging, or lying in a hammock. Slow vestibular input has a calming effect on the nervous system.
• Oral input: Chewing, sucking through a straw, or sipping a cold drink. Oral motor activities have a self-regulating function and can quickly shift arousal levels.
• Slow breathing: Blowing a pinwheel, bubble blowing, or breathing exercises. Extending the exhale activates the parasympathetic nervous system.

Alerting Strategies (for Blue Zone)

• Fast movement — jumping, bouncing, star jumps
• Cold water on the face or cold drinks
• Bright lighting and upbeat music
• Crunchy or sour foods
• Novel activities or tasks

Building a Regulation Toolkit at Home

Every child’s toolkit will look different depending on their sensory profile and what works for them. I work with families across Malta to develop personalised toolkits. Here are some practical starting points.

Create a Calm-Down Corner

Designate a small, quiet space in your home where your child can go when they need to regulate. Include items from their toolkit — a soft cushion, a weighted lap pad, a fidget toy, bubbles for blowing. Crucially, this is not a punishment space. It is a tool, and the child should choose to go there.

Practise Before They Need It

Regulation strategies must be practised during calm moments to be accessible during dysregulation. Role-play using the calm-down corner when your child is already in their green zone. Make it fun, not clinical.

Co-Regulate First

Young children cannot regulate on their own — they need a regulated adult alongside them. Before teaching strategies, focus on your own calm presence. Get down to their level. Use a slow, warm voice. Your nervous system communicates directly with theirs through a process called co-regulation.

Name the Zone Without Judgement

When your child is escalating, try naming the zone: “I can see you’re in the yellow zone right now. What might help?” This language acknowledges the feeling without labelling the child as naughty or bad.

When to Seek OT Support

Consider an occupational therapy assessment if your child:

• Has meltdowns that are very frequent, intense, or long-lasting for their age
• Struggles to recover after emotional episodes
• Has difficulty identifying their own feelings
• Relies on unsafe behaviours to self-regulate (head banging, biting, running away)
• Cannot access learning or play because of regulation difficulties

Emotional regulation is a skill that can be taught and developed with the right support. In my work in Malta, I see children make remarkable progress when they are given the right tools and when families are supported to implement strategies consistently at home.

If you’re concerned about your child’s development, contact us at +356 99872936 or visit wonderkids.mt to book an assessment.

The post Emotional Regulation in Children: OT Strategies That Actually Work appeared first on Occupational Therapy Malta.

Executive functioning (EF) refers to a set of mental processes that help us plan, focus, manage emotions, and complete tasks. Think of executive functions as the brain’s management system — the part that coordinates everything else.

These skills develop gradually from early childhood through to early adulthood. The prefrontal cortex, which governs executive function, is not fully mature until around age 25. This means children and teenagers are working with a management system that is still under construction.

The Key Executive Function Skills

Working Memory

Working memory is the ability to hold information in mind while using it. It allows a child to follow multi-step instructions, keep track of what they are doing mid-task and remember what they were about to say. Children with weak working memory often seem forgetful or lose track of instructions.

Cognitive Flexibility

This is the ability to shift attention between tasks, adapt to new information and see situations from different perspectives. Children with poor cognitive flexibility struggle with transitions, unexpected changes and thinking about problems in new ways.

Inhibitory Control

Inhibitory control is the ability to pause before acting — to resist impulses and think before speaking or doing. It underpins turn-taking, following rules, and regulating emotional reactions. This is the skill that is most visibly underdeveloped in children with ADHD.

Planning and Organisation

These skills involve breaking tasks into steps, sequencing those steps logically and keeping track of materials and time. Children who struggle here may have messy desks, forget homework, lose belongings repeatedly or find long-term projects overwhelming.

Emotional Regulation

Emotional regulation — managing emotional responses in proportion to the situation — is often included as part of the EF skill set. It requires inhibitory control, working memory and cognitive flexibility all working together.

Signs of Executive Function Difficulties

Parents and teachers often describe children with EF difficulties using terms like “scattered,” “forgetful,” “inflexible” or “can’t manage themselves.” More specific signs include:

• Frequently losing belongings — shoes, school bags, homework
• Difficulty starting tasks, even ones they want to do
• Becoming overwhelmed by multi-step tasks
• Struggling to switch between activities without distress
• Time blindness — no sense of how long things take
• Emotional reactions that seem disproportionate to the situation
• Difficulty learning from consequences — repeating the same mistakes

EF difficulties are closely associated with ADHD, autism, learning disabilities and acquired brain injuries, but they can also occur without any of these diagnoses.

How Occupational Therapy Supports Executive Functioning

OT is well placed to address EF difficulties because occupational therapists look at how a child functions across all areas of daily life — home, school and community. We assess which EF skills are affecting function most significantly and design targeted strategies to address them.

Visual Supports and External Structure

Children with weak EF rely heavily on external scaffolding. Visual schedules, checklists, timers and colour-coded systems all reduce the cognitive load of managing daily tasks. In OT, we design these systems collaboratively with children and families and teach everyone how to use them consistently.

Task Analysis and Skill-Building

Complex tasks — getting ready for school, completing homework, preparing for bed — are broken into explicit steps that children can learn systematically. We practise these routines until they become automatic, reducing the EF demand over time.

Metacognitive Strategy Training

For older children, OT can teach metacognitive strategies — thinking about thinking. Children learn to ask themselves questions like “What do I need to do first?” “How long will this take?” and “What went wrong and how can I do it differently?”

Home Strategies for Building Executive Function

• Consistent routines: Predictable daily routines reduce EF demand. Keep morning and evening routines the same every day.
• Visual timers: A Time Timer or similar visual clock helps children understand time concretely.
• One instruction at a time: Giving multiple instructions at once overloads working memory. Give one step, confirm it is complete, then give the next.
• Think aloud: Model planning and problem-solving by narrating your own thought process — “First I need to check what we need, then I’ll write the list…”
• “Where does it live?” Designate specific homes for important items — school bag always by the door, shoes always in the same place.
• Games that build EF: Board games, strategy games, card games and cooking together all develop EF skills in a fun, low-pressure context.

EF and School in Malta

In Maltese schools, the demands on executive function increase significantly from Year 3 onwards, as homework, projects and multi-subject scheduling increase. Children who have been managing adequately may begin to struggle at this point. This is a common referral trigger — and it is a good time to seek assessment and support.

If you’re concerned about your child’s development, contact us at +356 99872936 or visit wonderkids.mt to book an assessment.

The post Executive Functioning in Children: What Parents Need to Know appeared first on Occupational Therapy Malta.

ADHD — Attention Deficit Hyperactivity Disorder — affects how children regulate attention, impulse control and activity levels. As a paediatric occupational therapist in Malta, I work with many children who have ADHD. The challenges are real, but so are the solutions.

OT does not treat ADHD itself. What it does is help your child build the skills they need to manage daily life more successfully. That includes school, home routines and social situations.

How ADHD Affects Daily Life

Children with ADHD often struggle with tasks that require sustained attention or careful sequencing. Getting dressed in the morning can feel overwhelming. Sitting through a school lesson takes enormous effort. Completing homework becomes a daily battle.

Many children with ADHD also have differences in sensory processing. They may seek out intense movement or touch. Some become easily overwhelmed by noise or busy environments. This combination makes daily functioning genuinely difficult — for your child and for you.

What Occupational Therapy Offers

An OT assessment looks at the whole child. I evaluate attention, motor skills, sensory processing, self-care abilities and how a child manages their school day. This gives us a clear picture of where support is most needed.

Therapy is play-based and goal-directed. Children do not sit at a table doing worksheets. We use movement, games, obstacle courses and hands-on activities that are both engaging and therapeutic.

Sensory Regulation Strategies

Many children with ADHD benefit from what we call a sensory diet — a personalised plan of activities that help regulate the nervous system throughout the day. These might include jumping on a trampoline before school, carrying a heavy bag or using a fidget tool during lessons.

The goal is to keep the nervous system at just the right level of arousal — calm enough to focus, alert enough to learn.

Building Executive Function Skills

Executive function skills include planning, organising, initiating tasks and self-monitoring. These are often areas of difficulty for children with ADHD. OT works on these skills through structured routines, visual supports and graded tasks that build confidence gradually.

Simple tools like visual schedules or checklists can transform a chaotic morning routine into something manageable.

Improving Classroom Performance

I work closely with schools across Malta to recommend classroom accommodations. These might include movement breaks, alternative seating such as wobble cushions, or adjusted task lengths. Small changes in the classroom environment can make a significant difference to a child’s ability to learn.

Practical Strategies You Can Use at Home

• Break tasks into small steps. Instead of “tidy your room,” say “put your books on the shelf first.”
• Use timers. A visual timer helps children understand how long a task will take and reduces anxiety.
• Offer movement breaks. Ten minutes of active play between homework tasks improves focus.
• Keep routines consistent. Predictability reduces the cognitive load for children with ADHD.
• Limit distractions. A quiet, tidy workspace with minimal visual clutter helps enormously.
• Use positive reinforcement. Celebrate effort, not just results.

When to Seek an OT Assessment

If your child has a diagnosis of ADHD and is struggling with daily tasks, school performance or emotional regulation, an OT assessment is a worthwhile step. You do not need a diagnosis to refer — if you are concerned about your child’s ability to manage daily life, that is reason enough.

In Malta, OT support for children with ADHD is available both through schools and in private practice. Early intervention leads to better long-term outcomes.

Working Together as a Team

The most effective approach to ADHD support involves parents, teachers and therapists working together. As an OT, I provide families with practical strategies they can use at home and support teachers with classroom adaptations. Progress happens when everyone is on the same page.

Children with ADHD are creative, energetic and full of potential. With the right support, they can thrive in school and in life.

If you’re concerned about your child’s development, contact us at +356 99872936 or visit wonderkids.mt to book an assessment.

Related Reading

• Complete Guide to OT in Malta
• Homework Time: Tips to Limit the Struggles
• Child Development Milestones Guide
• Contact Us

The post ADHD and Occupational Therapy: Helping Your Child Focus and Thrive appeared first on Occupational Therapy Malta.

Sensory processing disorder (SPD) is a condition in which the brain has difficulty receiving and responding to information that comes in through the senses. Children with SPD may be overly sensitive to sensory input, not sensitive enough, or they may actively seek out intense sensory experiences.

SPD is not a recognised diagnosis in the major diagnostic manuals used internationally, but it is a well-documented and clinically meaningful pattern of difficulty. Many children with autism, ADHD, or developmental coordination disorder also experience significant sensory processing challenges.

The Senses Involved in SPD

Most people think of five senses. But the brain actually processes several more that are crucial for children’s development.

• Touch (tactile) — sensitivity to textures, clothing, and physical contact
• Movement (vestibular) — the sense of balance and spatial orientation
• Body awareness (proprioception) — knowing where your body is in space
• Sound (auditory) — how the brain processes noise and speech
• Sight (visual) — sensitivity to light, movement, and visual clutter
• Smell (olfactory) — sensitivity to scents
• Taste (gustatory) — reactions to flavour, texture, and temperature of food
• Interoception — awareness of internal body signals like hunger, thirst, and the need for the toilet

A child with SPD may have difficulties in one or several of these systems.

Types of Sensory Processing Disorder

Over-Responsive (Sensory Avoiding)

These children react strongly — and often defensively — to sensory input that others barely notice. Clothing seams may feel painful. Background noise may be unbearable. Being touched unexpectedly can trigger a strong reaction.

Over-responsive children often appear anxious, rigid about routines, or emotionally reactive. This is their nervous system trying to protect itself from overwhelming input.

Under-Responsive (Sensory Seeking)

These children seem to need more sensory input than usual to register what is happening around them. They may appear to have a high pain threshold, seem unaware of mess on their face or hands, or not notice when their name is called.

They can appear distracted, unmotivated, or slow to respond. In reality, their nervous system is simply not picking up enough signal.

Sensory Seeking

Sensory seekers actively crave intense input. They may spin, crash into furniture, hang upside down, or mouth objects beyond the typical age. This behaviour is the child’s attempt to meet a sensory need. It is not naughtiness — it is a physiological drive.

How SPD Affects Daily Life

SPD can affect almost every part of a child’s day. Mealtimes may be a battleground over food textures. Getting dressed may take an hour because of clothing discomfort. Busy classrooms may be so overwhelming that the child cannot learn effectively. Birthday parties and school assemblies may be sources of dread rather than joy.

For parents, this can be exhausting and isolating. Understanding that these difficulties are neurological — not behavioural — is an important first step.

What Causes Sensory Processing Disorder?

The exact causes of SPD are not fully understood. Research suggests it involves differences in how the nervous system is wired to process sensory input. It tends to run in families, and it is more common in children born prematurely or who experienced early medical complications.

SPD is not caused by parenting. It is not something children grow out of automatically. But with the right support, children can make significant and lasting improvements.

How Occupational Therapy Helps Children with SPD

Sensory integration therapy — delivered by a trained occupational therapist — is the primary evidence-informed approach for SPD. Sessions use carefully graded sensory experiences to help the brain learn to process and respond to sensory input more effectively.

Alongside clinic-based therapy, the OT will work with families to create a sensory diet — a personalised plan of sensory activities to be used at home throughout the day. This helps maintain the nervous system in a balanced, regulated state.

Practical Strategies for Home

• Use a consistent, predictable daily routine to reduce sensory load from unexpected changes
• Offer “heavy work” activities before demanding tasks — carrying, pushing, or pulling
• Allow extra time for transitions, especially in the morning
• Prepare your child for sensory experiences in advance — warn them before entering a noisy place
• Provide fidget tools, chewy toys, or movement breaks as needed throughout the day

Getting Support in Malta

If you suspect your child has sensory processing difficulties, an assessment with a paediatric occupational therapist is the best starting point. At Wonderkids in Malta, I offer specialist sensory assessments and tailored therapy programmes for children of all ages.

Early intervention makes a real difference. The sooner we understand your child’s sensory profile, the sooner we can put strategies in place that help them thrive.

If you’re concerned about your child’s development, contact us at +356 99872936 or visit wonderkids.mt to book an assessment.

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