03/18/2026
Topic 2: Early signs of learning disabilities in young children
Early childhood educators are often in a unique position to notice early signs of learning difficulties. Although they do not diagnose learning disabilities, they regularly observe children’s development and may identify consistent patterns over time. It is essential to keep in mind that children develop at their own pace; however, some may need additional support in certain areas to fully engage and succeed.
Recognizing early signs:
• Difficulty understanding or following simple instructions
• Delays in language development or motor skills
• Struggles with coordination between vision and movement
• Frequent frustration during everyday activities
• Etc.
Other signs to monitor include:
• Trouble organizing steps or completing tasks in sequence
• Ongoing delays in communication skills
• Reluctance to engage in fine motor tasks (such as cutting or drawing)
• Sensitivity to sensory input, including sounds or physical touch
Educators look for consistent patterns that emerge over time. Their responsibilities include:
• Monitoring behaviours and skills across different situations and over a period of time
• Keeping an observation journal by documenting observations in a clear, factual, and consistent manner
• Assessing each child’s growth based on their individual progress, rather than comparing them to others
• Working in collaboration with families and, when needed, consulting with other specialists
Helpful strategies to encourage positive behaviour and skill development include:
• Partnering with families to ensure consistency between home and school approaches
• Noticing and reinforcing positive social behaviours
• Clearly teaching the skills needed for social interaction and learning
• Creating regular opportunities for children to practice and apply these skills
• Valuing and acknowledging children’s efforts and improvements
• Communicating progress and successes with families and other members of the educational team
Helpful strategies to support children through behavioural challenges include:
• Arrange the environment to limit potential triggers as much as possible
• Help children anticipate and prepare for situations that may be difficult
• Support them in working through problems step by step
• Provide choices that encourage independence and a sense of responsibility
• Allow natural consequences to occur when appropriate without blame or judgment
• Avoid using recess as a reward or consequence, as children need consistent opportunities for movement and breaks
