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Conduct-Dissocial Disorder (ICD-11 6C91): Early-Childhood Features
Conduct-Dissocial Disorder (ICD-11 6C91) is a repetitive, persistent pattern of behaviour violating others' rights or major age-appropriate norms. In early childhood it is diagnosed cautiously, requires an enduring pervasive pattern beyond developmental expectation, and must be differentiated from ODD, ADHD, language disorder and trauma.
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 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 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 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 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 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 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 AnswerWhat is Dysgraphia (Written Expression Impairment)?
Dysgraphia (ICD-11 6A03.1) is a developmental learning disorder with impairment in written expression — spelling, grammar, punctuation and written organisation markedly below age expectation despite adequate instruction. In true early childhood, before formal writing, monitor precursors; the diagnosis becomes meaningful once instruction is delivered.
Read the answer AnswerDyslexia (Reading Impairment): ICD-11 Definition
Dyslexia (ICD-11 6A03.0) is a developmental learning disorder with persistent impairment in reading accuracy, fluency and decoding, below expectation for age and ability, not explained by intellectual disability, sensory deficit or poor instruction. In early childhood it is not yet diagnosed; clinicians monitor phonological precursors and confirm onset in the early school years.
Read the answer AnswerWhat is Early-Words in child development?
Early-Words is the stage when a toddler moves from babble into using real, meaningful words — usually beginning around 12 months — to name people, objects and actions. It is part of early communication, not a test to pass; understanding typically runs ahead of speaking, and each child develops along their own timeline. A gentle review is wise if there are very few words or little gesturing by around 18 months.
Read the answer AnswerWhat is Emotional & Behavioural Difficulties, and its ICD-11 features in early childhood?
Emotional & Behavioural Difficulties (EBD) is an umbrella term for persistent, cross-setting emotional dysregulation, oppositional/conduct behaviours, anxiety or withdrawal exceeding developmental norms and impairing function. In ICD-11, early-childhood presentations map to disruptive (6C90/6C91) and anxiety (6B05) groupings, always judged against age-appropriate behaviour with a persistence and impairment threshold.
Read the answer AnswerWhat is Emotional Development in child development?
Emotional development is how a child gradually learns to feel, recognise, express and manage emotions, and to understand the feelings of others. It is not a single skill but a thread running through everyday moments — comfort, frustration, joy, sharing and recovering after upset. Between roughly 3 and 7 years children build a rich emotional toolkit, naming feelings, showing empathy and waiting for things they want. Every child grows at their own pace; a persistent struggle to settle, connect or express feelings is simply an early invitation to add playful, supportive help.
Read the answer AnswerWhat is Emotional in child development?
Emotional development is a child's growing ability to feel, express and gradually manage emotions while feeling safe and connected with caregivers. In toddlers it means experiencing big feelings, seeking comfort, and slowly learning to settle with an adult's help — a process called co-regulation. It is a normal part of growing up, not a diagnosis, with wide healthy variation. Warm, predictable responses help emotional skills grow, and an early review is simply an invitation to support, never a label.
Read the answer AnswerEmotional Regulation in Child Development
Emotional regulation is a child's developing ability to notice, manage and respond to feelings in ways that fit the moment — settling after upset, waiting a little, and expressing emotions without being overwhelmed. For children aged about three to seven it is very much a work in progress, built day by day through warm adult support (co-regulation) before a child can self-soothe. It is not a diagnosis; intense or long-lasting reactions that disrupt play and routines are simply a signal that gentle, targeted support may help.
Read the answer AnswerWhat is Emotional Response in child development?
Emotional response (ICF b152) is a child's ability to feel emotions and show them in a way that fits the situation and its intensity. In the early years it covers how a child reacts to people and events, how warmly they connect, and how they recover after being upset. It is not a diagnosis but a normal, growing part of development, and many children flourish with playful, supportive help when differences are noticed early.
Read the answer AnswerWhat is Engagement in Child Development?
Engagement is a child's active, willing participation in people, play and the world around them. In toddlers it appears as shared attention, responding to their name, taking turns and staying involved in an activity. It blends social connection with sustained attention and is a key foundation for language and learning. It is something parents can gently nurture, and a quieter child is simply a reason for a supportive look, never a diagnosis.
Read the answer AnswerEnvironmental Stressors in Child Development
Environmental stressors are pressures in a child's surroundings — such as family stress, money worries, unsafe or crowded homes, frequent change or conflict — that can strain emotional wellbeing and development. Sitting under ICF code e399, they describe what a child carries from around them, not a fault or diagnosis. In young children they may show as clinginess, sleep changes, outbursts, withdrawal or skill regression. Most children settle well once routines feel safe, and understanding stressors helps us support the whole child.
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