When should a nursery teacher raise a developmental concern?
Raise a concern when you notice a consistent pattern over time, such as very limited speech for the age, not responding to their name, loss of skills they had, difficulty with movement, very unusual play or extreme distress. Record specific examples, talk with your coordinator, then meet parents with care and suggest a check with a doctor or specialist. Teachers notice; specialists assess.
What this means in practice
Early support makes a difference, so noticing matters. But labels can harm, so raise concerns sensitively and without diagnosing.
How to raise a concern
- Observe across several days and settings
- Write factual notes: what, when, how often
- Discuss with the coordinator
- Meet parents privately, start with strengths
- Share observations, ask what they see at home
- Agree next steps and review dates
Inclusive practice meanwhile
Adapt activities, use visual supports, give extra time and keep the child fully included.
Who can help
Paediatricians, audiologists, speech and language therapists, occupational therapists, developmental paediatricians and child psychologists can assess children. In India, RBSK screening covers children's health and development in government programmes. Your role is to observe, support and refer through parents.
Practical next steps
- Observe and record.
- Consult your coordinator.
- Plan the parent meeting.
- Follow up.
What to keep in mind
Never tell parents their child "has" a condition. Describe what you see and suggest professional advice.
Common follow-up questions
Can nursery teachers diagnose autism?
No. Teachers can note signs and suggest a professional assessment.
What if parents disagree?
Respect their view, keep observing and revisit together.
Sources
Course facts come from APTTI's published course pages. Examples use made-up names. How these answers are prepared.