Hey Reader!

As early childhood educators, we often notice things before anyone else does.

Have you noticed child is struggling to remember something you’ve practiced again and again. Maybe you notice that a child who once used several words is using fewer. Maybe following directions, communicating, joining the group, or managing everyday activities seems unusually difficult.

What do you do when you begin to wonder if a child needs some extra support?

You don’t have to diagnose the problem. In fact, that isn’t your job.

But your observations can be incredibly valuable—and sometimes they can help a family begin looking for support sooner rather than later.

Start With Facts, Not Labels

Before talking with a parent, spend some time documenting what you are actually seeing.

Instead of: “He can’t pay attention.”

Try: “During our 10-minute story time, he left the group four times and needed three reminders to return.”

Instead of: “She has a speech problem.”

Try: “I often have difficulty understanding her words, and she becomes frustrated when I ask her to repeat herself.”

The goal is to describe what happened without trying to explain why it happened.

Look for patterns. When does it happen? How often? What seems to make it easier or harder? What strategies have you already tried? What are the child’s strengths?

Your notes can help you have a much more productive conversation with the family.

Don’t Wait for Everything to Be Perfectly Clear

Sometimes educators hesitate to bring up a concern because they aren't sure what it means.

Is it a developmental difference? A learning difference? A communication issue? Something the child will simply outgrow? Maybe it’s just a bad day?

You may not know—and that's okay.

Early childhood educators are in a unique position to notice, document, and share. Early intervention and additional evaluation may provide information that helps families and educators understand what a child needs.

Preparing for the Parent Conversation

Before you sit down with a family, ask yourself:

· What have I observed? Can I give specific examples?

· What strengths do I see in this child? Start there!

· Is this happening consistently? Look for patterns rather than one difficult day.

· What have I tried? Be ready to share strategies that have helped—or haven't.

· What questions can I ask? Parents may be seeing something similar at home.

· How can I communicate hope? This conversation should feel like an invitation to work together, not a warning.

Most importantly, remember that you are talking about a child God created and deeply loves, not a problem that needs to be fixed.

A concern doesn't change a child's worth, potential, personality, or place in God's story.

Need a little more information on how you can support young children with disabilities? Check out our online course series presented by Sandra Peoples or listen to this week’s podcast episode with Lisette Layer!

Cheering you on this week!

-Your ECCN team

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Listen to this podcast episode with host Monica Healer now on Apple Podcasts or Spotify.

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