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Teachers and educators are the unsung heroes of our children’s development. They teach, provide empathy, and also are often the first to notice early signs of developmental delays. This guide helps teachers understand the process of recognizing and addressing developmental delays in a daycare or preschool setting, ensuring their students receive the care they need.
Introduction
Early childhood intervention is crucial in recognizing and addressing developmental delays and disabilities at a young age. This proactive approach not only aids in a child's immediate development but also sets the stage for long-term success. By intervening early, we can help children develop essential skills, improve their social and emotional well-being, and enhance their overall quality of life.
As an educator, you are often one of the first to notice if a child is showing signs of developmental delays or disability, as you observe them play, learn, and move on a daily basis. Reporting and presenting your hunch of a developmental delay can be intimidating, however it is necessary for the child’s success. Let’s dive into how you as an educator can not only recognize, but also address developmental delays in your students.
Early childhood intervention and the classroom
Before we can get into recognizing and addressing disabilities or developmental delays in preschoolers or day care students, we first must understand the role of the classroom in a child’s development, as well as define and synthesize the meaning of developmental delays.
Role of the classroom in development
Preschool plays a vital role in a child's development by offering a structured setting where young children can build essential foundational skills, such as language, social interaction, motor coordination, emotional regulation, and early literacy (American Public University). This environment not only sets the stage for future academic achievement and overall well-being but also teaches children how to learn, interact with peers, and build confidence in their abilities.
Early childhood educators are uniquely positioned to observe children's development and identify potential areas in need of supportred flags. As a consistent adult who observes children in multiple settings, such as cognitive and physical activities, educators can recognize when a child may need further evaluation or intervention.
Disciplines of developmental delays
Developmental delays can manifest in various ways across three primary disciplines:
Physical therapy (PT)
While every child is different and will develop their own personalities and characteristics, there are three main characteristics to watch out for in terms of physical development:
The first is limited movement and mobility skills. In comparison to the child’s peers, if they are having difficulty walking, running, balancing, or climbing, that is an indication of a potential developmental delay.
In addition, if a child exhibits persistent clumsiness or frequent falls, beyond what is typically expected for the age, that is another reason to suspect a potential developmental delay.
Finally, if you noticeably see a difference in a child’s strength, endurance, or coordination in comparison to their peers, that is also a reason to raise concern.
Occupational therapy (OT)
When thinking about occupational development in children, there are a few main categories to keep an eye on: fine motor skills, sensory sensitivities, and difficulty with self-care skills.
A child exhibiting challenges with fine motor skills can manifest in a variety of ways. For instance, if they have difficulty holding a crayon, using scissors, or buttoning clothes, that may indicate a child with delayed fine motor skill development.
Additionally, when children have strong reactions to sounds, textures, or light, it’s often written off as the quirkiness of childhood. This can occasionally be true, but it can also be an indicator of sensory sensitivities or seeking, which may need special attention.
Lastly, children who have difficulty with self care skills such as trouble with dressing, feeding, or toileting, often may benefit from support to develop these areas further. These difficulties can sometimes indicate areas where occupational therapy might be helpful to support their growth and independence.
Speech-language pathology (SLP)
Children with speech or language differences may benefit from an evaluation by a professional. Signs to watch for include limited vocabulary, difficulty being understood by others, challenges following directions, or difficulty engaging in conversation. These differences could stem from challenges in language comprehension, expressive language, or speech production, and a professional evaluation can help determine the best support.
Finally, it is important to note if a child has a limited use of gestures or other non-verbal communication. This too can be an underlying sign of a speech delay.
Confirming your observations
Once you start to observe behavior and actions that warrant concern, it is important to pay close attention and confirm your observations. First, take note of specific behaviors over time. Whether this means keeping a journal, making mental notes, or keeping classwork that shows signs of trouble, the important thing to do here is continuing collecting detailed observations.
In addition, avoid assuming a problem based on isolated incidents—look for consistent patterns that impact learning or social participation. Kids, just like the rest of us, have bad days - sometimes even bad weeks. One day of clumsiness or inability to follow directions does not necessarily mean a child has a developmental delay or disability. This e could just be really feeling emotional about all the struggles of life a four year old feels so deeply. However, if the pattern continues, that is the time to intervene.
Engaging with administration
After you’ve diligently collected your observations and feel confident that a child exhibits a pattern of behaviors consistent with a disability or developmental delay, it is time to speak with the administration in order to take action. You can break this process down into three steps:
- Present your observations clearly: Share specific examples and data if possible, rather than vague concerns. This is where your observations come in handy; if you can show school work that supports your observations, anecdotes from play time or social interactions, or any other concrete example, it will help the administration take your concern more seriously.
- Frame it as support for the child’s development: Highlight that early intervention can foster a child’s independence and classroom success. You are not bringing this concern up because you dislike a student, you are doing this because you are concerned and want the best for your students. Feel free to share information or research about the benefits of early intervention.
- Clarify your role and limitations: Emphasize that your observations are just that—observations, not a clinical evaluation, and that any next steps should involve a qualified therapist or specialist. Make sure to remain confident about your observations and experience, however also recognize that the next step to help this child is with a professional evaluation.
Tips for talking with parents
The next step after speaking with the administration of your daycare or preschool is to loop in the parents of the child. While this can be a difficult conversation, chances are that the parents have also noticed some flags in their child’s development. Because of that, a great way to start is by affirming the parents’ observation. Start by validating any concerns they’ve expressed. For example, “I’ve noticed a few things that may be similar to what you’ve observed.”
Next make sure throughout the conversation to use objective language. Describe what you’ve seen in a factual way. Avoid diagnostic language; keep it to behaviors such as, “I’ve noticed Jamie seems to have difficulty holding onto toys.” This keeps feelings or perceived biases out of the picture, which is essential for a productive conversation.
Moreover, make sure to also highlight the child’s strengths. Mentioning areas where the child excels can help keep the conversation positive and balanced. Just because a child has difficulty in one area, does not mean that they don’t excel in others - make sure parents and caregivers know that!
Finally, close the conversation by suggesting an exploratory approach. Encourage parents to reach out to a professional for further evaluation rather than suggesting therapy is definitively needed. Giving parents an easy action to take helps make the situation feel less overwhelming. In the next section we dive into Coral Care, a great first place for parents to look for an initial evaluation.
How Coral Care supports early childhood development
Coral Care plays a pivotal role in early childhood development by providing comprehensive support services designed to address various developmental needs. Our multidisciplinary team of specialists, including physical therapists, occupational therapists, and speech-language pathologists, work collaboratively to create individualized care plans for each child.
Most powerful in this situation, though, is the lack of waitlist at Coral Care. Most family practitioners and healthcare providers can take 12 - 18 months to complete the evaluation process. In contrast, Coral Care has no waitlist and pledges to help every child within 2-3 weeks of the request for an initial evaluation. They also offer a free screener, which parents can fill out to further bolster your observations and concerns. Click here to start your journey or better understand the resource before suggesting to parents.
Essentially, at Coral Care, we believe in the power of early intervention and strive to offer timely, effective services that children and their families can trust. By fostering a supportive and engaging environment, we empower parents to become active participants in their child's development journey, ensuring that each child receives the care and attention they need to thrive.
How you can continue to be supportive in the classroom
After you voice your concern to the administration and parents, the final step you can take to support your student is continue to be supportive in the classroom. This could look like adapting your approach. For example, try simple classroom modifications like creating a quiet corner, using visuals to support comprehension, and providing alternative seating. All of these adjustments can a make a big difference for a child in need.
Make sure, too, to celebrate small wins by encouraging the child in areas where they succeed and offering positive reinforcement to continue to build confidence. Encouragement and positive feelings towards learning and therapy are essential for the positive development of a child.
Also, model communication and social skills. Use clear, simple language, and demonstrate how to ask for help or engage in classroom activities. By serving as a good role model, students can learn the appropriate ways to speak, behave, and interact with others.
Finally, keep open communication with all parties involved. Share observations with other teachers, aides, and administration as needed to ensure consistent support for the child throughout the day. It takes a village to raise a child, so consult your village.
Summary
Recognizing and addressing developmental delays in the classroom is a collaborative effort that begins with attentive observation and compassionate action from educators. Teachers are uniquely positioned to identify early signs of concern, and by taking proactive steps—such as documenting observations, communicating with administration, and engaging parents—you can pave the way for early intervention and additional support. Early intervention has the potential to transform a child's developmental path, equipping them with the tools they need to succeed socially, emotionally, and academically.
By partnering with professionals like those at Coral Care and implementing classroom strategies to support diverse learning needs, educators can create inclusive, nurturing environments where every child feels seen, understood, and empowered. While the journey may feel overwhelming at times, remember that even small adjustments and affirmations can have a profound impact. With collaboration, empathy, and the right resources, teachers can make a lasting difference in the lives of their students—today and for years to come.
Frequently Asked Questions
Teachers often notice: persistent difficulty following multi-step directions, significant fine motor struggles affecting written work, emotional dysregulation that interferes with learning, sensory responses that disrupt classroom participation, and social communication challenges. These observations are valuable — teachers see children across different contexts and over sustained time. Documenting specific examples and sharing them with the school's support team is the right first step.
