Identifying If Your Child Needs Additional Developmental Support

Starting school for the first time is an exciting milestone

Parents have often waited three or four years for this moment, seeing their child walk into a classroom, ready to learn, grow, and make friends. While this time is filled with joy and anticipation, it’s also essential to stay observant and mindful of your child’s ongoing development during the first months of school (CDC – Learn the Signs. Act Early). CDC

Why early observation matters

The first weeks of preschool or kindergarten are a critical time for both children and teachers. This is when educators begin to see how each child adapts to a new environment, interacts with peers, and engages in learning activities. Parents play a vital role in this process by staying connected and informed. Simple, regular communication with the teacher (even brief chats at pickup) can offer valuable insights into your child’s progress, behavior, and participation. Predictable routines at home also help children feel secure during school transitions (NAEYC). NAEYC+1

The role of developmental assessments

Many preschool programs use developmental screening tools early in the year or shortly after enrollment to obtain an initial assessment of a child’s development. Three commonly used tools are:

• ASQ-3 (Ages & Stages Questionnaires®, Third Edition) – a parent-completed screener that looks at communication, gross motor, fine motor, problem-solving, and personal-social skills for children roughly 1–66 months (Ages & Stages/Brookes Publishing). Ages and StagesBrookes Publishing

• ASQ: SE-2 (Ages & Stages Questionnaires®: Social-Emotional, Second Edition) – focuses specifically on social-emotional development (e.g., self-regulation, social communication, interactions) for children roughly 1–72 months.

• DRDP (2015) – Desired Results Developmental Profile – a teacher-completed, observational assessment that provides a holistic view of learning and development across multiple domains (approaches to learning, social-emotional, language/literacy, cognition, physical development) (California Department of Education). California Department of Educationdesiredresults.us

Completing ASQ parent questionnaires honestly and promptly, together with teacher observations (e.g., DRDP), helps identify strengths and any areas where extra support might be warranted as early as possible.

Understanding the process

If a screening or classroom observation suggests your child might benefit from extra support, remember: teachers are not medical providers and do not diagnose. Their role is to observe, document, and communicate with you about what they see, and, when appropriate, recommend the next steps. Families and schools collaborate: parents can request a school evaluation, and schools must obtain parental consent before conducting one. This referral/consent process is part of federal special education law under the IDEA (U.S. Department of Education – IEP Guide/IDEA resources). U.S. Department of Education+1

Many programs allow several weeks (often 30–60 days) for children to adjust to the new environment before discussing significant concerns; timelines vary by program. After that adjustment period, your child’s teacher may initiate a collaborative conversation with you about what has been observed and whether to consider a formal referral. Ultimately, the decision to proceed rests with the parent.

When additional support is needed

If, after that adjustment period, your child still shows signs of developmental differences compared to same-age peers, the school may recommend further evaluation. This is not a reason to panic; it’s an opportunity to learn more about your child and to connect them with helpful services. Research and public-health guidance consistently emphasize that earlier identification and intervention lead to better outcomes for children (CDC). CDC+1

Final thought

Your child’s first school experience should be one of growth, joy, and discovery. By staying connected with teachers, participating in screenings/assessments, and addressing any concerns early, you’re setting your child up for long-term success. Remember, you are not alone; your school is a partner in ensuring your child receives the proper support at the right time.

References

• Centers for Disease Control and Prevention (CDC). Learn the Signs. Act Early. (developmental milestones; act early if concerned). CDC

• CDC. Understanding Children’s Developmental Milestones (training module; definition and importance of milestones). CDC

• Ages & Stages / Brookes Publishing. ASQ-3 Overview (what ASQ-3 screens; age range/domains). Ages and StagesBrookes Publishing

• Brookes Publishing. ASQ:SE-2 Overview (social-emotional screener; ages and focus). Brookes PublishingAges and Stages

• California Department of Education. DRDP (2015) – Preschool View (domains; purpose) and DRDP Instrument and Forms. California Department of Educationdesiredresults.us

• National Association for the Education of Young Children (NAEYC). Transitions to Kindergarten and Daily Routines & Classroom Transitions (routines and predictability support smoother transitions). NAEYC+1

• U.S. Department of Education. A Guide to the Individualized Education Program (referrals/evaluations require parent consent) and IDEA overview page. U.S. Department of Education+1

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