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Signs & concerns
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Signs & concerns
If a child isn't yet following multi-step tasks
Following multi-step tasks grows gradually as attention, memory and language mature together. If a child isn't yet managing two- or three-step instructions, it usually means these building blocks are still forming, not that something is wrong. Practise with one step at a time and seek a developmental check if it travels with other delays — early, playful support works best.
Read the answer AnswerWhat to do if a child isn't yet showing naming speed
Naming speed — how quickly a child names familiar things aloud — develops gradually with vocabulary and confidence. If a child isn't yet showing brisk naming, keep playing word-rich games daily and arrange a calm developmental check if the slowness is persistent or comes with other language differences such as limited vocabulary or trouble following instructions. This is a reason to observe early, not a diagnosis — early support works best.
Read the answer AnswerChild Not Showing a Need for Sameness: What to Do
Not showing a need for sameness is usually typical and often a strength — it suggests an adaptable, flexible child who copes well with change. There is nothing to fix. Keep supporting predictable routines while welcoming your child's easy-going nature, and seek a calm developmental check only if your child seems frequently overwhelmed by everyday change or this travels with delays in talking, play or social connection.
Read the answer AnswerWhat to do if a child in your care is not yet talking
If a child in your care is not yet talking, keep communicating warmly through gestures, play, eye contact and shared sounds — many children understand more than they can say. Watch how the child connects without words, and arrange a gentle developmental check rather than waiting, because early communication support works best. This is not a diagnosis — it is the right moment for a calm, expert look.
Read the answer AnswerWhen a child isn't yet showing non-verbal communication
Non-verbal communication — pointing, reaching, eye contact, smiling and gesturing — usually appears before words and is the foundation language builds on. If a child in your care isn't yet showing these signals, a calm developmental check is wise, not worrying. Watch for absent shared gaze, no pointing or showing, few gestures, little facial expression, no response to name, or loss of a skill. This is a reason to assess early, never a diagnosis, because support at this stage works best.
Read the answer AnswerIf a child isn't yet showing nonverbal communication
If a child in your care isn't yet showing nonverbal communication — eye contact, smiling back, pointing, gesturing, sharing attention — encourage it gently through everyday face-to-face play, and arrange a calm developmental check so any support can begin early. Watch for little eye contact, no response to name, no pointing or showing by 12–15 months, few gestures, or loss of a skill. This is a reason to assess early, not a diagnosis — early support works best.
Read the answer AnswerIf a child isn't yet identifying objects: a caregiver's guide
If a child isn't yet identifying named objects, stay calm and keep playing richly — naming things in daily routines, offering simple choices and pausing for a response all build this communication skill. Seek a gentle developmental check if the gap continues or comes with few words, no pointing, little response to name or limited shared attention. This is a reason to look early, not a diagnosis — early support works beautifully.
Read the answer AnswerChild Not Yet Matching Objects — A Caregiver's Guide
Object matching — pairing like with like — usually develops across the toddler years through everyday play. If it hasn't appeared yet, this is rarely a worry; keep offering gentle practice with real objects, and mention it at a developmental check if other learning or play skills also seem slow. This is not a diagnosis — early, playful support works well.
Read the answer AnswerObject Permanence: What Caregivers Should Do
Object permanence — knowing a hidden object or person still exists — usually emerges between about 4 and 8 months and is clearly visible by 8–12 months. A baby not yet searching for hidden toys or enjoying peek-a-boo is very often simply on their own timeline. Keep playing hide-and-find games, keep watching, and arrange a calm developmental check if the skill is well behind alongside other delays — early support works best.
Read the answer AnswerIf a child isn't yet showing object recognition
Object recognition — knowing familiar faces, toys and everyday things — develops across the first two years on each child's own timeline. If a child in your care isn't yet showing it, keep naming and playing with everyday objects, note what you observe, and arrange a gentle developmental check. This is not a diagnosis, but a calm clinician's look is wise now because early support works best, and a review also considers vision, hearing, attention and memory together.
Read the answer AnswerOral Sensory Processing: A Caregiver's Guide
Oral sensory processing is how a child's mouth makes sense of taste, texture and touch, shaping eating, mouthing and speech. If a child in your care isn't yet responding as expected — refusing textures, gagging easily, over-stuffing, or seeming uninterested in feeding — observe gently and share it with a clinician. This is not a diagnosis but a reason for a calm developmental check, because early, playful sensory support works best.
Read the answer AnswerWhat to do if a child isn't yet showing organization
Organization — sequencing steps, gathering what's needed and following through — develops gradually through the early years and depends heavily on age, language and practice. Scaffold it with gentle, predictable routines, visual reminders and small steps rather than worry. Seek a developmental check if the difficulty is well behind same-age peers, persists despite support, or travels with delays in language, attention or self-care. This is observation, not diagnosis, and early support works beautifully.
Read the answer AnswerCaregiver guide: supporting a child's organization skills
Organization skills — planning, sorting, gathering, tidying — are higher-order thinking skills that develop slowly across childhood, so a child still learning them is usually developing normally, not delayed. Support with predictable routines, visual schedules and small steps. Seek a calm developmental check only if disorganisation is far beyond same-age peers and disrupts daily life or learning. This is guidance, not a diagnosis.
Read the answer AnswerWhat to Do When a Child Isn't Yet Showing an Expected Skill
If a child in your care isn't yet showing a particular skill, observe calmly, note what you see, and arrange a general developmental check rather than worrying alone. Children grow at their own pace, and one slow-to-appear skill is rarely cause for alarm — but a clinician's gentle look helps tell typical variation from a need for early support, which works best when started early.
Read the answer AnswerWhen a child isn't yet sharing or taking turns
Not yet showing patience or turn-taking is very often typical, as these skills develop gradually through the early years. Caregivers help most by practising turn-taking through play, naming feelings, and modelling calm waiting. Seek a developmental check if waiting causes big, frequent meltdowns beyond what's expected for age, or if it comes with delays in talking, playing or connecting. This is guidance, not a diagnosis — early support works best.
Read the answer AnswerWhat to do if a child isn't yet showing pattern recognition
Pattern recognition develops through everyday play — sorting, matching, anticipating routines and copying simple sequences. If a child in your care isn't showing it yet, weave patterns into joyful play and observe over a few weeks rather than drilling. Seek a developmental check if it isn't emerging alongside other thinking, language or play skills. This is a reason to look early, not a diagnosis — early support works best.
Read the answer AnswerWhat to do if a child isn't showing pencil grip yet
Pencil grip develops gradually between about 2 and 6 years, moving from a whole-hand grasp to finger control, so a young child not yet showing a mature grip is usually typical. Keep offering playful hand-strengthening activities like finger-painting, dough and threading beads. Seek a developmental check if grip hasn't emerged by around 5–6 years, if a child avoids all drawing or tires quickly, or if there are wider delays in self-feeding, dressing or play. This is reason to observe and support early, not a diagnosis.
Read the answer AnswerIf a child isn't yet showing perspective taking
Perspective taking develops gradually — early roots in the toddler years, richer understanding of others' beliefs around 4–6 years and beyond. If a child isn't showing it yet, keep naming feelings, model it in play, read stories and wonder aloud about characters, and explain the 'why' behind others' reactions. Arrange a developmental check if it lags alongside language, pretend play or wider social delays. This is support, not a diagnosis — early help works beautifully.
Read the answer AnswerWhat to do if a child isn't showing fine motor skills
Fine motor skills — grasping, pinching, stacking and scribbling — develop at different paces. If a child in your care isn't yet showing expected hand skills, arrange a calm developmental check rather than waiting. Watch for not reaching by 5–6 months, no pincer grasp past the first year, very early hand preference, or stiff or fisted hands. This is not a diagnosis — it means early, playful support is wise now.
Read the answer AnswerWhat to do if a child isn't showing gross motor skills
If a child in your care isn't yet showing expected gross motor skills — head control, sitting, crawling, standing or walking — arrange a calm developmental check rather than waiting. Watch for floppy or stiff tone, missed big milestones, strong early side preference, or loss of a skill. This is a reason to assess early, not a diagnosis, because young children respond beautifully to timely, playful support.
Read the answer AnswerWhat to do if a child isn't yet showing physical play
Physical play — crawling, climbing, running, throwing, rough-and-tumble — develops at each child's own pace, so a slower start is often typical. Seek a calm developmental check if physical play is well behind age peers, if the child avoids or tires quickly with movement, or if there are delays in sitting, walking, talking or connecting. This is a reason to look early, not a diagnosis — early support works best.
Read the answer AnswerIf a child isn't describing pictures yet: a caregiver's guide
Picture description — naming and telling what's in a picture — grows gradually through shared book-time and everyday talking. If a child isn't there yet, more rich, playful naming and reading usually helps most. Seek a gentle developmental check if the child also has very few words for their age, little interest in books, trouble following simple instructions, or has lost words once used. This points to early support, not a diagnosis.
Read the answer AnswerIf a Child Isn't Yet Showing Play: A Caregiver's Guide
If a child in your care isn't yet showing play, gently invite it, follow their lead, and observe over a few weeks — play develops in stages and many children simply need more invitations or time. Seek a calm developmental check if play stays absent alongside delays in communication, eye contact, imitation or movement. This is reason to look early, not a diagnosis, because early support works beautifully.
Read the answer AnswerWhen a child isn't yet showing practical skills
Practical skills — everyday hands-on tasks like feeding, dressing and tidying — grow at very different paces, so a child not yet showing one is usually a cue to support and observe, not to worry. Seek a calm developmental check if the gap is wide for their age, doesn't improve with practice, or comes alongside delays in talking, movement or play. This is reason to assess early, not a diagnosis — early support works best.
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