What Signs Indicate That a Child Might Need Additional Developmental Support? - post

Working in #early-childhood care puts you in a special position to observe children’s behaviour, #growth-and learning every single day. When something seems off—when a child is not following the usual path of #development—it can be a signal that extra support is needed. In this article, we’ll explore signs that a child might benefit from additional developmental support, what providers can do, and how collaboration with families and professionals makes a difference.

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Why this matters

Early years are full of rapid change. Children are learning to move, talk, understand, play, interact and so much more. While all children grow at their own pace, there are typical patterns and milestones that help providers and #parents know when things are roughly “on track.” Having early indicators of when support might be helpful means you can act sooner, rather than waiting until challenges become more serious.
By spotting signs early and working with families and specialists, you increase the chances of helping the child catch up, succeed in the #classroom, and feel confident in their development.

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Key developmental domains to watch

Here are some of the major areas of development you’ll want to observe:

• Physical / Gross Motor – crawling, walking, running, jumping, balance

• Fine Motor – manipulating small objects, drawing, buttoning, grasping

• Communication / Language – understanding words, talking, combining words, following directions

• Social / Emotional – playing with peers, understanding emotions, forming relationships

• Cognitive / Thinking & Learning – problem-solving, attention span, memory, early academic concepts

• Adaptive / Self-Help – feeding, dressing, toileting, following routines

When children fall significantly behind in one or more of these areas, additional support may be needed.

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What signs should raise a “red flag”?

Below are common signs that a child might need extra developmental support. These are not diagnoses — they’re indicators that further follow-up may be beneficial.

Physical / Motor Signs

• The child is much slower than peers in reaching motor milestones (for example, not walking by 18 months)

• The child seems unusually clumsy or has frequent falls

• Difficulty manipulating small objects (e.g., cannot hold a crayon, stack blocks)

• Avoidance of physical play or seeming exhausting easily

Communication / Language Signs

• The child does not babble or make meaningful sounds by 12–15 months

• Few single words by 18 months, or no phrases by around 2 years

• Difficulty understanding simple directions or responding to name

• Speech is hard to understand, or the child rarely initiates communication

• Little interest in songs, books, conversation or interaction with others

Social / Emotional/Behavioural Signs

• The child avoids or cannot sustain peer interaction or prefers to always play alone

• Little eye contact or shared enjoyment (looking to you to share a discovery)

• Extreme difficulty with separation or transitions beyond what is typical

• Intense or prolonged tantrums or emotional outbursts for age

• Persistent inability to regulate emotions or behaviour in group situations

Cognitive / Learning Signs

• The child shows little curiosity or problem-solving interest (e.g., not exploring new toys)

• Difficulty following simple routines or remembering what was just said

• Trouble noticing or responding to changes in the environment

• Seeming significantly behind classmates in early concepts (shapes, colors, counting)

Adaptive / Self-Help Signs

• The child is much slower than peers in feeding self, dressing, toileting, or maintaining personal hygiene

• Difficulty following classroom routines or showing consistent readiness for group transitions

• The child shows little willingness or ability to try new things (e.g., new foods, new activities) which may tie to adaptive skill delays

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What to do when you notice signs

If you observe several of these indicators (especially across more than one domain), here’s a suggested approach:

1. Document your observations

   • Keep a log of what you see (dates, context, what the child did vs. what peers did)

   • Use objective descriptions (e.g., “At snack time, the child tried to spoon feed but dropped 8 of 10 times,” rather than “the child is lazy”)

   • Review over a period of time (weeks rather than one day)

2. Communicate with families

   • Share your observations in a respectful and non-alarming way (e.g., “I’ve noticed [child’s name] is having more difficulty than some peers with …” rather than “I think there’s a problem”).

   • Invite the parent-guardian to share what they see at home and ask if they have concerns.

   • Emphasize partnership: “We want to support [child’s name] together.”

   • Provide the family with resources they can use (for example, checklists of #developmental-milestones).

     A helpful resource: Developmental Milestones Checklist at ChildCareEd.

   • Monitor and adjust classroom practices

   • Differentiate activities to meet needed areas of support (e.g., fine motor games for a child struggling with manipulative tasks)

   • Provide targeted support: more one-on-one time, small group breaks, scaffolding steps of tasks

   • Use strategies that support self-regulation, language modelling, peer interaction, etc.

3. When to refer for formal assessment

   • If concerns persist after a period of targeted support

   • If there are multiple indicators across more than one domain

   • If the child’s delays significantly impact participation in classroom activities

   • Involve special education professionals, developmental pediatricians or early intervention programs as appropriate

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Why early intervention matters

Research shows that the earlier developmental support begins, the better the outcome for a child’s learning, behaviour and social-emotional health. The early years are a window of opportunity: neural plasticity, rich learning environments and supportive relationships make a powerful combination.
When providers act early, children are more likely to catch up, integrate more smoothly in group settings, and feel confident rather than frustrated or disheartened. Also, the classroom as a whole benefits: children who receive support often engage more fully and feel more included.

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Tips and best practices for providers

• Build strong trusting relationships with children so you can spot subtle changes in behaviour or engagement

• Stay familiar with typical milestones but remember each child is unique — vary factors like cultural background, home language, medical history

• Use evidence-based checklists and resources for guidance 

• Be careful not to pathologize natural variation — a difference is not always a delay, but always worth observing

• Prioritize positive, inclusive strategies rather than focusing only on deficits

• Work as part of a team: talk to co- #teachers, special #educators, administrators and families

• Keep up your professional development so you stay current on signs, strategies and referral pathways — for example, check out the training offered at ChildCareEd.

  • Training: Explore online courses at ChildCareEd

  • Resource: Developmental Milestones Checklist (English) at ChildCareEd 

  • Article: ASQ Online Developmental Screening for Enhanced Child Development 

• Engage families proactively and maintain open communication

• Monitor progress and document outcomes: have support plans in place and review them regularly

 

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Thank you for the important work you do every day supporting children’s development and well-being.