Recognizing when a child may need support from a Child Development Centre (CDC) is crucial for early intervention. Early identification of developmental delays or concerns can help address issues effectively and improve long-term outcomes.
Not speaking by age 2 If a child is not speaking or saying simple words or phrases by 2 years old, it could be a sign of a speech delay.
Limited vocabulary: If a child is using fewer words than expected for their age or struggles to form sentences, they may need speech therapy.
Difficulty understanding language: If a child doesn’t seem to understand simple instructions or cannot follow basic commands, this could point to a language delay.
Challenges with articulation: Difficulty pronouncing words clearly and being easily misunderstood by others can indicate speech difficulties.
Limited social interaction: A child who avoids interacting with other children or adults, doesn’t make eye contact, or seems uninterested in playing with others may need further assessment.
Difficulty expressing emotions: If a child struggles to express their feelings or shows extreme emotional reactions (e.g., frequent tantrums, severe anxiety, or aggression), it may indicate emotional development concerns.
Lack of empathy: A child who doesn’t respond to the emotions of others or has difficulty understanding feelings (either their own or others’) might benefit from developmental support.
Delayed physical milestones: If a child is not reaching key physical milestones on time, such as sitting, crawling, walking, or running, it could be a sign of a motor development delay.
Clumsiness or difficulty with coordination: A child who frequently trips, falls, or has difficulty with activities like drawing, using utensils, or dressing themselves might have motor skill challenges.
Difficulty with fine motor tasks: Struggles with tasks that require hand-eye coordination, like picking up small objects, using scissors, or writing, may indicate a need for occupational therapy.
Difficulty with problem-solving: If a child has trouble understanding simple concepts, solving problems, or completing tasks that are appropriate for their age, they may benefit from cognitive assessment.
Limited curiosity or exploration: Children are naturally curious, so if a child seems disinterested in exploring their environment or learning new things, it might indicate a cognitive delay.
Struggles with memory: If a child has trouble remembering simple instructions or cannot retain basic information (like their name, address, or age), further evaluation may be necessary.
Aggression or extreme temper tantrums: Frequent and intense outbursts, aggression toward others, or difficulty calming down after a tantrum could suggest behavioral issues that require professional intervention.
Repetitive behaviors: Repetitive actions like hand-flapping, rocking, or repeating the same words or phrases without context might be a sign of a developmental disorder, such as autism spectrum disorder (ASD).
Lack of interest in play: A child who doesn’t engage in pretend play or doesn’t use toys in a typical way (e.g., stacking blocks or using dolls for imaginative play) might need assessment.
Trouble with reading or writing: Difficulty with basic literacy skills, such as recognizing letters, understanding basic reading, or holding a pencil properly, may indicate a learning disability.
Difficulty with numbers: Struggles with counting, recognizing numbers, or understanding simple math concepts at an early age might signal learning challenges.
Struggling to follow routines: If a child has trouble following a routine or understanding the sequence of daily activities, it may indicate developmental concerns.
Overreaction or under reaction to sensory stimuli: A child who is overly sensitive to sounds, lights, textures, or tastes, or who seems distressed by normal sensory experiences, may have sensory processing issues. On the flip side, a child who does not respond to stimuli, such as not reacting to pain or not noticing loud sounds, may have a sensory processing issue as well.
Unusual eating habits: Children who are very selective about food or have extreme reactions to certain textures or tastes may benefit from a developmental evaluation.
Loss of previously acquired skills: If a child suddenly loses previously learned skills, such as potty training, speech, or social behaviors, it may indicate a need for evaluation.
Reverting to earlier developmental stages: If a child begins to show behaviors or abilities that they had outgrown, such as baby talk or thumb-sucking, it may signal developmental concerns.
Struggles with schoolwork: If a child is consistently falling behind in school, having trouble with homework, or experiencing difficulties with attention and focus, a CDC can assess whether there are underlying developmental issues.
Difficulty following directions: A child who frequently struggles to follow simple or multi-step instructions may need further assessment to determine if there are developmental concerns.
Frequent illness or fatigue: While not directly related to developmental issues, a child who is often ill, fatigued, or showing signs of poor physical health may have underlying conditions affecting development.
Motor or coordination problems: Unusual difficulty walking, standing, or participating in physical activities might indicate an underlying physical issue that requires professional attention.
