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What is Conduct-Dissocial Disorder, and what does it look like in early childhood?
Conduct-Dissocial Disorder (ICD-11 6C91) is a persistent pattern of behaviour that violates others' rights or major rules. In early childhood it is rarely diagnosed, because defiance and big feelings are developmentally normal; clinicians watch for unusually intense, lasting patterns across settings and support rather than label.
Read the answer AnswerWhat is Conflict in child development?
Conflict in child development means the everyday clashes that arise when a toddler's wants meet someone else's — tugging over a toy, refusing to share, or a stand-off at bedtime. It is normal and necessary, not a problem. For toddlers (about 1–3 years), conflict is how they begin to learn that others have feelings and needs too, and these skills grow steadily with calm, gentle guidance. A review is worth considering only if clashes are extremely frequent, intense or hurtful beyond what peers show.
Read the answer AnswerWhat is Conflict Resolution in Child Development?
Conflict resolution is a young child's growing ability to handle disagreements — over toys, turns or ideas — in calm, fair ways rather than hitting, grabbing or giving up. It develops gradually between about 3 and 7 years, built on naming feelings, taking turns, listening and beginning to see another child's point of view. It is a social skill, not a diagnosis, and grows beautifully with playful practice and good adult models. Frequent aggression or distress in conflicts, well into the preschool years, is worth a gentle developmental review.
Read the answer AnswerWhat is Control in child development?
Control in toddler development means a child's slowly emerging ability to manage impulses, emotions and actions — to pause, wait, stop when asked, or calm a big feeling with adult help. In the 12–36 month years this is only just beginning and depends heavily on warm, predictable support, so frequent tantrums are completely normal. It is not a diagnosis but a way of noticing how self-regulation is growing, and most of these skills strengthen gradually with playful, supportive routines.
Read the answer AnswerWhat is Daily-Living-Skills in child development?
Daily-living skills, also called adaptive or self-care skills, are the everyday tasks a toddler gradually learns to do alone — eating, dressing, washing, toileting and tidying. Between 1 and 3 years these begin small and grow with practice and gentle encouragement. They are a developing strength, not a test, drawing together fine-motor control, attention, language and confidence. Most children build them well with playful support, and an early review helps where progress seems to stall.
Read the answer AnswerWhat is Decision-Making in child development?
Decision-making is the everyday cognitive skill of choosing between options and beginning to grasp that choices have outcomes. In toddlers (about 1–3 years) it is just emerging — seen as preferences, simple choices and the first 'if I do this, then that happens'. It is a building block of thinking, independence and confidence, not a test, and grows beautifully when children are offered small, safe choices.
Read the answer AnswerDecision-Making Skills in Child Development
Decision-making skills are a child's growing ability to weigh choices, think about likely outcomes, and pick an action — from everyday picks to harder social choices. Sitting within cognitive development, this thread strengthens across the early years as memory, attention, language and self-control combine. It is not one milestone but a capacity that grows through play, real choices and gentle guidance, and most children develop it steadily with everyday practice.
Read the answer AnswerWhat is Developmental Coordination Disorder?
Developmental Coordination Disorder (ICD-11 6A04), sometimes called dyspraxia, is a condition where a child's motor coordination is well below age expectations despite normal effort and opportunity, and meaningfully affects daily life, play, self-care or school. It is not due to muscle or nerve disease or to intellectual disability alone. Because motor skills vary in early childhood, DCD becomes meaningful to assess from around school-entry age, with goal-based occupational therapy as the core support.
Read the answer AnswerWhat is Developmental Coordination Disorder and its ICD-11 features?
DCD (ICD-11 6A04) is a neurodevelopmental condition where coordinated motor-skill acquisition and execution fall substantially below age expectation, not explained by neurological, visual or intellectual conditions, and interfering with daily function. In early childhood it shows as delayed milestones, clumsiness, and difficulty with self-care and fine-motor tasks; formal diagnosis is usually deferred to around age 5.
Read the answer AnswerWhat is Developmental Coordination Disorder, and what does it look like in early childhood?
Developmental Coordination Disorder (DCD), ICD-11 6A04, is a lifelong difference in how the brain plans and coordinates movement, so motor skills lag well behind age expectations despite no muscle or nerve cause. In early childhood it shows as late milestones, struggles with dressing and self-care, frequent bumping and dropping, and difficulty with ball play, drawing and tools. It is not poor effort or low intelligence, and the right support helps skills develop sooner.
Read the answer AnswerWhat is Developmental Language Disorder?
Developmental Language Disorder (DLD), ICD-11 6A01.2, is a persistent difficulty in understanding and using spoken language that is not explained by hearing loss, intellectual disability, autism or a neurological condition. Early features include late words, short or jumbled sentences, trouble following instructions and word-finding difficulty. Hearing is always checked first, and diagnosis follows a clinician-led assessment.
Read the answer AnswerDevelopmental Language Disorder: ICD-11 Definition & Early Features
Developmental Language Disorder (ICD-11 6A01.2) is a persistent, primary difficulty acquiring and using language that falls substantially below age expectations and is not explained by hearing loss, intellectual disability, autism or neurological injury. In early childhood it presents as delayed first words, limited vocabulary, immature grammar and under-recognised comprehension difficulties.
Read the answer AnswerWhat is Developmental Language Disorder, and what does it look like in early childhood?
Developmental Language Disorder (DLD) is a lifelong difference in learning and using language with no obvious cause like hearing loss or autism. In early childhood it shows as late first words, short sentences, word-finding trouble and difficulty following instructions, despite clear thinking and social warmth. Diagnosis is formed only at a Pinnacle centre under clinician care.
Read the answer AnswerWhat is Developmental Regression?
Developmental regression is the loss of skills a child had already gained — in speech, social connection, play, movement or self-care — rather than slow progress to a milestone. Most brief dips follow illness, stress or change, but genuine, lasting loss of language and social skills (often 15–30 months) or any loss of motor skills needs prompt review. Loss of motor milestones should be assessed by a doctor first. Early answers protect a child's development.
Read the answer AnswerDevelopmental Regression: ICD-11 Features in Early Childhood
Developmental regression is the loss of previously acquired skills in language, social, motor, play or self-care domains after typical acquisition. ICD-11 codes it via its underlying cause — neurodevelopmental (6A00–6A02), epileptic (8A60–8A6Z) or metabolic (5C50–5D2Z) — not as a standalone entity. True regression warrants prompt medical evaluation.
Read the answer AnswerWhat is Developmental Regression, and what does it look like in early childhood?
Developmental regression is when a child loses skills they had already mastered — words, gestures, social warmth, play or movement — rather than just being slow to gain new ones. In early childhood it may look like going quiet after speaking, less eye contact, lost pretend play, or slipping back on motor or self-care skills. Any clear, lasting loss of a learned skill deserves a prompt developmental check.
Read the answer AnswerWhat is Developmental Trauma?
Developmental trauma is the lasting effect on a young child's developing brain, emotions and relationships caused by repeated or prolonged overwhelming stress in early years — such as neglect, abuse, separation or frightening instability. Because it happens while the brain is forming, it shapes how a child manages feelings, trusts others and feels safe. It is not the child's or parent's fault, and with relationship-based, strengths-focused support, children can and do recover.
Read the answer AnswerWhat is Developmental Trauma, and what are its ICD-11 features in early childhood?
Developmental trauma is the cumulative impact of repeated early interpersonal adversity on attachment and self-regulation. ICD-11 has no single code; the relevant constructs are Complex PTSD (6B41), Reactive attachment disorder (6B44) and PTSD (6B40). In early childhood it presents as affect dysregulation, somatic distress and disturbed caregiver relationships rather than classic re-experiencing.
Read the answer AnswerWhat is Developmental Trauma, and what does it look like in early childhood?
Developmental trauma is the effect of repeated or prolonged overwhelming stress in early childhood — such as neglect or the loss of a consistent caregiver — on the developing brain. In young children it shows up in the body and behaviour: big hard-to-settle emotions, difficulty being soothed, constant alertness, sleep trouble, and wobbles in speech, play or self-care. With safe relationships and support, young children can recover. Diagnosis is formed only at a Pinnacle centre under clinician care.
Read the answer AnswerWhat is Down Syndrome?
Down syndrome is a genetic condition present from birth, caused by an extra copy of chromosome 21 (trisomy 21). Children commonly have some learning delay and shared physical features, but every child is unique — and with early support, speech therapy and inclusive education, they grow and thrive. A clinical AbilityScore® and any diagnosis are formed only at a Pinnacle Blooms Network centre.
Read the answer AnswerWhat is Down Syndrome, and what are its ICD-11 features in early childhood?
Down syndrome (trisomy 21, ICD-11 LD40.0) is the most common chromosomal cause of intellectual developmental disorder. In early childhood it presents with neonatal hypotonia, characteristic facies, global developmental delay and high-comorbidity surveillance needs (cardiac, hearing, thyroid, visual, atlantoaxial). Diagnosis and AbilityScore® are formed only at a Pinnacle centre.
Read the answer AnswerWhat is Dyscalculia (Mathematics Impairment)?
Dyscalculia (ICD-11 6A03.2) is a specific, persistent difficulty learning and using number concepts — counting, quantities, number facts, place value — despite typical ability and teaching. It is not low intelligence or poor effort. Because formal arithmetic is only emerging early on, a specific learning disorder label is generally meaningful from around age 6–8, after real maths exposure. Targeted, structured support works well.
Read the answer AnswerDyscalculia (Mathematics Impairment): ICD-11 6A03.2 in early childhood
Dyscalculia (ICD-11 6A03.2) is a specific neurodevelopmental learning disorder of numerical and arithmetic skill, below expectation for age despite adequate instruction and typical cognition. In early childhood the signature lies in weak core number sense — subitising, magnitude comparison, counting and cardinality — though formal diagnosis is deferred until adequate maths exposure around age 6–8.
Read the answer AnswerDyscalculia (Mathematics Impairment) in Early Childhood
Dyscalculia is a specific learning difficulty with mathematics (ICD-11 6A03.2), where a child struggles to understand numbers and quantities despite typical effort and teaching. In early childhood it shows as shaky counting, trouble grasping 'how many', and confusion over more versus less — though it is usually only confirmed around 6–8 years, so before that we watch and support rather than label.
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