How Early Physical Therapy Shapes Lifelong Development in Children

PHOTO CREDIT – FREEPIK

In pediatric healthcare, earlyphysical therapy interventions have a long-term impact—especially during the preschool years, when a child’s cognitive and physical milestones develop at a remarkable pace. Rasika Bhide (DPT, MS, OCS), a licensed Physical Therapist, previously built a significant part of her clinical practice around this critical window ofearly childhood development for two years, supporting children ages 3 to 5 with Developmental Delay, Down syndrome, Autism Spectrum Disorder (ASD), and Cerebral Palsy (CP). She now works in an adult orthopedic setting.

Through structured assessment, individualized intervention, and an extensive care plan, Ms. Bhide’s pediatric work demonstrated how early, targeted physical therapy can influence not just movement control or motor development, but also confidence, independence, and participation in daily activities and playtime among the pediatric population.

Q1. Can you describe your professional focus and the population you worked with?

“My work was centered on early childhood physical therapy, specifically for children between the ages of three and five,” Bhide explains. “This is a phase when motor, cognitive, and social development are all happening together, and physical therapy can have an outsized impact.” She worked primarily with children diagnosed with  Down syndrome, Developmental Delay,  Autism Spectrum Disorder, and Cerebral Palsy. “Each child presented differently,” she notes. “The goal was never to provide a generic intervention, but to understand what that child needed for improved functional outcomes in their daily life.”

Q2. Why is physical therapy intervention during ages 3–5 so important?

“This age group is incredibly important because the musculoskeletal system is still very adaptable,” Bhide says. “Children are learning how to move, explore, and interact with their environment. When motor skills are delayed, it can affect everything else.”

Her approach targeted foundational skills such as crawling, walking, balance, stair navigation, posture, and transitional movements. “These aren’t just physical milestones,” she adds. “They’re the building blocks for independence in school, play, and self-care.”

Q3. How did you assess children before beginning therapy?

Bhide emphasizes that comprehensive evaluation was the backbone of effective treatment. “I assessed posture, muscle tone, coordination, movement patterns, and functional challenges that caregivers noticed at home,” she explains.

Standardized developmental assessment tools were used to compare a child’s motor skills against age-based benchmarks. For children with ASD, sensory preferences and aversions were screened. For children with Cerebral Palsy, evaluations included range-of-motion assessment, spasticity management considerations, and adaptive equipment needs. “All of this helped shape a treatment plan that matched the child’s abilities, attention span, and tolerance,” she says.

Q4. What did a typical therapy session look like?

Sessions were goal-directed and play-based. “Children learn best through play,” Bhide says. “So sessions were designed to feel engaging and fun, although every activity had a clear therapeutic purpose.” Activities included climbing, jumping, obstacle courses, and balance tasks to build strength and coordination. Turn-taking games and instruction-following activities supported both physical and social development. For children with neuromotor impairments, sessions focused on supported sitting, core and postural control, reaching, and assisted mobility. “I was constantly adjusting in real time,” she explains. “If a child became fatigued or frustrated, I modified the activity while still working toward the same goal.”

Q5. How did caregivers fit into the therapy process?

“Caregiver involvement was essential,” Bhide says firmly. “Progress didn’t happen in isolation during a session—it happened at home, every day.”

She provided individualized home exercise programs and hands-on caregiver training, including stretching, positioning, facilitating active play, and adapting the home environment to promote independence. “When caregivers felt confident supporting movement at home, progress became more consistent and meaningful.”

Q6. How did you track progress and outcomes?

Formal reassessments were conducted quarterly or annually, depending on the child’s care plan. “We compared baseline skills to follow-up performance to guide decisions,” she explains. “That might have meant adjusting therapy frequency, transitioning to a maintenance program, or identifying the need for continued intervention.”
Many children demonstrated measurable gains in mobility, coordination, and functional independence. “Those gains often showed up in real life—walking independently, climbing stairs, participating more in school or family routines,” Bhide says.

Q7. Did you collaborate with other professionals?

“Yes, interdisciplinary collaboration was a big part of effective care,” she notes. Bhide worked closely with occupational therapists, speech-language pathologists, pediatricians, and educators to ensure therapy goals were aligned.

“When everyone reinforced the same skills, children benefited from consistency across settings,” she says.

Q8. What impact stood out most to you?

“The most meaningful outcomes weren’t just the assessment scores,” Bhide reflects. “It was seeing a child walk over to play with peers, or participate more confidently in daily routines.” She adds, “Even small motor improvements could lead to big changes in confidence, independence, and social engagement.”

Through early, individualized physical therapy delivered with structure, collaboration, and caregiver partnership, Rasika Bhide’s pediatric work illustrates how targeted intervention during the preschool years can shape long-term developmental outcomes—well beyond the clinic walls.