Learning Disabilities

How Can Pre-Primary Teachers Identify Early Signs of Learning Difficulties in Young Children?

The preschool classroom is often the place where a child’s first learning experiences take shape. Children learn through stories, songs, play, conversations, numbers, pictures, movement, practical activities and interaction with other children. During these early years, a pre-primary teacher spends many hours watching how each child learns, communicates, plays and responds to different activities. Because of this close and regular interaction, the teacher may be one of the first people to notice that a child is finding certain things consistently difficult.

This makes the role of a pre-primary teacher very important. Early observation can help bring a child’s needs to attention at a time when there is still a great deal of opportunity to provide support. At the same time, it is important to understand that noticing possible signs of a learning difficulty is not the same as diagnosing a learning disability. A teacher’s role is to observe carefully, recognize patterns, document observations, provide appropriate classroom support, communicate with parents and seek professional guidance when necessary.

Early identification is not about giving a label to a child. It is about understanding the child early enough to provide the right attention, encouragement and support.

What Do We Mean by “Early Signs”?

When we talk about early signs of learning difficulties in young children, we are talking about things a teacher may repeatedly notice while a child is learning or participating in everyday classroom activities.

For example, a child may repeatedly find it difficult to remember simple instructions. Another child may struggle with rhyming games even after several opportunities to practise. Another may find counting objects difficult. Someone else may have trouble expressing what they know or may avoid activities involving drawing and writing.

These observations can be important.

But they do not automatically mean that the child has a learning disability.

Children develop at different rates. A child may learn one skill quickly and need more time for another. A child may also be tired, anxious, unfamiliar with the classroom language, inexperienced with an activity or going through a temporary difficulty.

Therefore, the teacher should not immediately ask:

“What disability does this child have?”

A better question is:

“What am I noticing, and does this pattern continue over time?”

This change in thinking is important when identifying possible learning difficulties in preschool children.

Why Is Early Observation Important in Preschool?

Imagine a teacher sitting with a small group of children during a story activity.

Most children listen and answer simple questions. One child listens carefully but struggles to explain what happened in the story. The teacher does not immediately assume that something is wrong. She simply notices it.

A few days later, the same child has difficulty remembering parts of another story.

Later, during a conversation activity, the child again struggles to express an idea.

Now the teacher has something useful to think about.

There is a pattern.

This is why regular observation matters.

Early childhood is an important period of development. Careful observation can help teachers understand a child’s strengths, notice areas where additional support may be useful, and adapt learning experiences to the child’s needs. Early observation also gives teachers an opportunity to provide support before a difficulty begins to seriously affect a child’s participation or confidence.

The purpose is not to hurry children.

The purpose is to make sure that a child who needs additional attention is not overlooked.

Language and Communication: What Can a Teacher Notice?

Language is one of the first areas a preschool teacher naturally observes.

A teacher may notice that a child repeatedly:

* has difficulty understanding familiar instructions;

* needs questions repeated many times;

* struggles to learn and use new words;

* finds it difficult to express simple ideas;

* has trouble describing a picture or telling a simple story;

* has difficulty remembering words from familiar songs or stories; or

* finds it difficult to participate in conversations.

For example, imagine asking a child:

“Take the red pencil and put it beside the book.”

If the child occasionally needs help, there is no reason to be concerned.

But if the child repeatedly struggles with similar familiar instructions, even after the teacher explains them in a simple way, the teacher may want to observe more carefully. Teachers must also remember that language background matters. A child who is learning in a language different from the language spoken at home may need time to become comfortable communicating in the classroom language. Difficulty with a second language should not automatically be treated as a learning disability.

The teacher should look at the child’s overall communication and learning experience before drawing any conclusion.

Attention, Memory and Following Instructions

Preschool classrooms are full of small instructions.

“Put the blocks here.”

“Take your book.”

“Come and sit with the group.”

“First colour the picture, then put your pencil away.”

Teachers can learn a lot by watching how children respond to these everyday moments.

A child may repeatedly:

* forget an instruction immediately after hearing it;

* need frequent reminders;

* complete only the first part of a two-step instruction;

* have difficulty remembering recently introduced information;

* lose track of an activity very quickly; or

* need considerably more adult prompting than expected.

These can be useful observations, but they should never be used alone to label a child.

The teacher should look at the whole picture.

Is the child unable to follow the instruction?

Or did the child simply not understand it?

Those are two different questions. The teacher can also try giving shorter instructions, using pictures or demonstrations, and checking whether the child’s response improves.

Early Literacy and Pre-Reading Skills

Preschool is not about forcing children to read before they are ready.

It is about building the foundations for later reading. Children begin developing these foundations through listening to stories, talking, singing, rhyming, recognizing familiar sounds, becoming familiar with books and print, and gradually learning about letters and sounds.

A teacher may notice that a child repeatedly:

* struggles with familiar rhymes;

* finds it difficult to notice that two words sound alike;

* has difficulty remembering familiar letter names;

* struggles to connect familiar letters with their sounds when appropriate;

* has difficulty remembering words or symbols introduced repeatedly; or

* avoids activities involving books, letters or early writing.

For example, during a rhyme activity, the teacher might say:

“Cat and hat sound alike. What about sun and fun?”

A child may not understand the activity the first few times. That can be part of normal learning.

But if the child continues to find similar activities very difficult despite repeated, playful practice, the teacher can record the observation and continue monitoring progress. The aim is not to decide that the child has a reading disability. The aim is to notice whether the child may need additional support in developing early literacy skills.

Early Numeracy and Number Skills

Learning difficulties may also become noticeable during early mathematics activities.

Preschool children learn mathematics through everyday experiences: counting blocks, sorting objects, comparing sizes, recognizing patterns, matching objects and understanding ideas such as more and less.

A teacher may observe that a child repeatedly has difficulty:

* counting objects one by one;

* matching a quantity with a number;

* understanding more and less;

* sorting objects;

* recognizing simple patterns;

* remembering familiar number names; or

* recognizing familiar numerals.

Imagine a teacher gives a child five blocks and asks:

“Can you give me three?”

If the child occasionally makes a mistake, that is simply part of learning.

If the child repeatedly finds the same task difficult over time, the teacher can provide more hands-on practice and continue observing. The important thing is not to decide immediately that the child has a mathematical learning disability.

The important thing is to notice:

“This child may need more support in this area.”

Fine-Motor Skills and Everyday Classroom Activities

Sometimes a child’s difficulty becomes visible through the hands.

A teacher may notice that a child finds it difficult to:

* hold and use crayons comfortably;

* draw simple shapes;

* trace;

* colour;

* use scissors;

* complete simple puzzles;

* arrange small objects;

* copy a simple pattern; or

* manage certain classroom materials.

A child may even begin avoiding drawing or writing activities because the task feels difficult.

Again, the teacher should observe without labelling. Fine-motor difficulty can have many possible reasons. The observation tells the teacher that the child may need more practice, a different activity, additional support or further attention—not that the child has a particular disability.

This is especially relevant in Montessori classrooms, where teachers regularly observe children working with practical-life materials, sensorial activities, manipulatives, pre-writing activities and other hands-on learning experiences.

Social Interaction and Classroom Participation

Learning does not happen only when a child is holding a pencil or looking at a book.

A teacher also observes how the child participates in the life of the classroom.

The teacher may notice that a child repeatedly:

* finds it difficult to join group activities;

* struggles to communicate needs;

* avoids certain learning activities;

* becomes very frustrated during particular tasks;

* finds changes in familiar routines difficult; or

* has difficulty participating in turn-taking or cooperative activities.

These observations may indicate that the child needs additional support, but they are not specific proof of a learning disability. A child may withdraw because of language difficulties, anxiety, unfamiliar surroundings, sensory needs, developmental differences or other circumstances.

So the teacher’s first response should be:

“What is this child trying to communicate through this behaviour?”

rather than:

“What is wrong with this child?”

Look for Patterns, Not One Difficult Day

This is one of the most important rules when identifying early signs of learning difficulties.

Every child has difficult days.

A child may not listen because they are tired.

A child may refuse an activity because they are upset.

A child may make several mistakes because the activity is new.

A child may not understand an instruction because the language is unfamiliar.

None of these situations should immediately become a concern about disability.

Teachers should look for patterns over time and across activities.

Ask yourself:

* Does the same difficulty happen repeatedly?

* Does it happen in more than one activity?

* Does it continue after the child has had opportunities to practise?

* Does the child struggle even when the activity is explained differently?

* Does the difficulty affect the child’s participation?

* Does the child show strengths in other areas?

* Does additional support make a difference?

A single observation can begin a teacher’s attention. A pattern of observations provides a much better basis for deciding whether further support may be needed.

Never Compare One Child With Another

Every child develops and learns at an individual pace.

In a preschool classroom, one child may learn a particular skill earlier while another child needs more time and practice. This difference should not be used to judge one child against another.

A teacher should never tell a child:

“Look at your friend. She has already finished.”

Or:

“Why can’t you do it like him?”

Or:

“All the other children can do this.”

Such comparisons can make a young child feel unsuccessful and may affect their confidence.

Instead, the teacher should look at the child’s own progress.

For example:

“Last week you needed help to complete this activity. Today you did much more by yourself. You are improving.”

That is a healthy way to recognize progress.

The question is not:

“Is this child learning as quickly as the other children?”

The better question is:

“What can this child do now, what is still difficult, and what support may help?”

Every child deserves to be understood as an individual.

Never Let Early Identification Damage a Child’s Confidence

Early identification should help a child, not define the child.

A young child should never be described as:

slow, lazy, weak, careless, unintelligent or incapable.

A teacher should also avoid discussing a child’s difficulties in front of other children.

Imagine a child struggling to draw a simple shape. If the teacher says in front of the class:

“Everyone can do this except you.”

the child may remember the embarrassment much longer than the lesson.

Instead, the teacher can sit beside the child and say:

“Let’s try it together. You can take your time.”

That small change can make a big difference.

Children need to feel that mistakes are part of learning and that adults believe in their ability to improve.

The purpose of identifying possible learning difficulties is therefore not to find a label.

It is to understand the child better and provide the right support while protecting the child’s confidence, dignity and enjoyment of learning.

How Should Teachers Document Their Observations?

A teacher may notice many things during a busy school day. If those observations are not recorded, important details can easily be forgotten. Good documentation does not need to be complicated.

A teacher can record:

Date: When did it happen?

Activity: What was the child doing?

Instruction: What was the child asked to do?

Observation: What exactly did the child do or say?

Support: What help did the teacher provide?

Response: What happened after the support?

Follow-up: Has the same thing happened before?

For example:

Date: 12 August

Activity: Rhyming activity

Observation: The child listened to several examples but could not identify the rhyming pair.

Support: The teacher used picture cards and repeated the examples.

Response: The child continued to need individual help.

Follow-up: Observe again during future rhyme activities.

Notice the difference between this and writing:

“The child has a language problem.”

The first statement describes what happened.

The second statement gives a conclusion that the teacher should not make.

Good observation records can help teachers understand a child’s progress, plan suitable learning experiences and communicate clearly with parents or professionals when necessary.

Teachers and Parents Should Work Together

A teacher sees the child at school.

Parents see the child at home.

Both views are valuable.

Suppose a teacher notices that a child repeatedly needs several repetitions to follow instructions at school. The teacher can gently ask the parents:

“We have noticed that your child often needs instructions repeated during classroom activities. Have you noticed something similar at home?”

The parents may say yes.

Or they may say:

“Actually, at home the child follows these instructions quite easily.”

That information is also important.

The child may be responding differently in different environments.

This is why communication with parents should not be a one-time conversation. When a concern continues, teachers and parents can keep sharing observations and discussing the child’s progress.

Teachers can ask parents about:

* communication at home;

* story and book activities;

* play;

* following everyday instructions;

* counting and other simple activities;

* interaction with family members;

* activities the child enjoys; and

* areas that seem difficult.

The teacher brings the classroom observation.

The parents bring the home observation.

Together, these observations can provide a fuller picture of the child.

If similar concerns continue across settings, the family and teacher can then consider whether professional guidance may be appropriate.

How Can Teachers Talk to Parents Without Frightening Them?

A conversation about a child’s difficulty should begin with respect.

It is helpful to start by talking about the child’s strengths.

For example:

“Your child enjoys stories and participates happily in songs. We have also noticed that remembering some letter names has been difficult, even after repeated activities. We wanted to share this with you and hear what you have noticed at home.”

This is very different from saying:

“Your child has a learning disability.”

The first statement describes an observation.

The second makes a diagnosis.

Teachers should listen to parents as carefully as they speak. Parents may know things about the child’s development, interests, communication and behaviour that are not visible in the classroom.

The goal of the conversation is to work together for the child.

It is not to frighten the family or make a conclusion before proper assessment.

When Should Further Professional Assessment Be Considered?

Sometimes, even after careful observation and classroom support, a difficulty continues.

The teacher may then discuss the concern with the parents and suggest seeking guidance from an appropriately qualified professional.

Depending on the child’s needs, this may involve professionals such as:

* a paediatrician;

* a developmental specialist;

* a psychologist;

* a speech and language professional;

* an occupational therapist;

* a special educator; or

* another appropriately qualified professional.

The appropriate professional will depend on the concern.

The teacher can provide the observations and records they have collected and explain what has been happening in the classroom.

The teacher should not attempt to diagnose the child.

The role of the teacher is to notice possible concerns, support the child, communicate with the family and help connect the child with appropriate professional support when necessary.

What Can a Pre-Primary Teacher Do While the Child Is Being Observed?

Teachers do not always have to wait for a formal diagnosis before making the classroom more supportive.

Many simple teaching approaches can help children who are finding an activity difficult.

Give Simple Instructions

Break a large instruction into smaller steps.

Show Instead of Only Telling

Use pictures, objects, gestures and demonstrations whenever helpful.

Give Opportunities to Practise

Children often need repeated experiences before a new skill becomes comfortable.

Use Play

Counting blocks, sorting objects, rhyming games, storytelling and matching activities can make learning natural and enjoyable.

Break Activities Into Smaller Parts

A large task can feel easier when it is divided into small steps.

Give Enough Time

Some children need a little more time to understand a question or complete an activity.

Use the Child’s Strengths

A child who loves music may respond well to songs. A child who enjoys hands-on activities may learn well through objects and movement.

Encourage Effort and Progress

Recognize genuine improvement instead of focusing only on mistakes.

These approaches fit naturally with child-centred foundational education and Montessori environments, where teachers observe children closely and adapt learning experiences to individual needs.

A Practical Observation Checklist for Pre-Primary Teachers

This checklist is a teacher observation aid. It is not a diagnostic test.

Language and Communication

☐ Often has difficulty understanding familiar instructions

☐ Frequently needs questions repeated

☐ Has persistent difficulty learning new words

☐ Has difficulty expressing simple ideas

☐ Has persistent difficulty participating in songs, rhymes or storytelling

Attention and Memory

☐ Frequently forgets simple instructions

☐ Needs repeated reminders during familiar activities

☐ Has difficulty remembering recently introduced information

☐ Finds two-step instructions particularly difficult

☐ Has persistent difficulty staying engaged in age-appropriate activities

Early Literacy

☐ Has difficulty learning familiar letter names

☐ Has difficulty noticing simple rhymes

☐ Has difficulty remembering familiar sound patterns

☐ Has persistent difficulty with age-appropriate early print activities

☐ Needs substantially more repetition to learn familiar literacy concepts

Early Numeracy

☐ Has difficulty counting objects consistently

☐ Has difficulty matching quantities with number names

☐ Has difficulty understanding more and less

☐ Has difficulty sorting or recognizing simple patterns

☐ Has persistent difficulty recognizing familiar numerals

Fine-Motor and Classroom Activities

☐ Has difficulty using crayons or pencils for age-appropriate activities

☐ Has difficulty copying simple shapes

☐ Has difficulty with puzzles or hands-on activities

☐ Has difficulty using some classroom tools

☐ Frequently avoids particular fine-motor activities

Participation and Interaction

☐ Has persistent difficulty joining group activities

☐ Has difficulty communicating needs

☐ Frequently withdraws from learning activities

☐ Becomes unusually frustrated during particular learning tasks

☐ Has difficulty adapting to familiar classroom routines

Remember

Checking several boxes does not mean that a child has a learning disability.

The checklist simply helps the teacher ask:

“Should I observe this more carefully and consider whether this child needs additional support?”

Formal screening and assessment are different from everyday teacher observation and should involve appropriately trained professionals.

A Simple Approach for Every Pre-Primary Teacher

When a teacher notices something unusual, it can help to remember six simple steps:

1. Observe

Watch the child carefully during normal classroom activities.

2. Notice Patterns

Do not make a decision from one mistake or one difficult day.

3. Record

Write down what actually happened rather than giving the child a label.

4. Support

Try appropriate classroom strategies and give the child opportunities to practise.

5. Communicate

Talk respectfully with parents and listen to what they observe at home.

6. Seek Professional Guidance

If concerns continue or appear significant, work with the family to seek appropriate professional assessment. This simple process keeps the child’s needs at the centre.

The Role of Foundational Stage and Montessori Teachers

Teachers working with children during the preschool and foundational stages have a particularly important opportunity to understand how children learn.

Foundational Stage Education focuses on the early years in which children build important foundations for language, literacy, numeracy, social development and learning. Preschool Montessori education also places strong value on careful observation, hands-on experiences, independence and respect for the individual child.

Whether a teacher is working in a Montessori preschool, an ECCE setting or another foundational-stage classroom, the principle remains the same:

Every child should be observed as an individual.

Teacher preparation in areas such as Foundational Stage Education, Preschool Montessori and Montessori teacher training can help educators develop a deeper understanding of child development, classroom observation and child-centred learning.

This knowledge can help teachers notice when a child may need additional support while continuing to respect the child’s individual pace and strengths.

The Most Important Thing: Understand the Child, Not Just the Difficulty

A preschool teacher sees many small moments that others may miss.

The way a child holds a pencil.

The way the child listens to a story.

The way the child remembers a song.

The way the child counts blocks.

The way the child asks for help.

The way the child joins a group.

The way the child reacts when something becomes difficult.

Each of these moments can tell a teacher something about how the child is learning.

But these moments should never be used to compare one child with another or to place a label on a child.

The teacher’s responsibility is to notice, understand and support.

Parents add another important part of the picture through what they see at home.

Qualified professionals can provide further assessment when it is needed.

Together, these efforts can help ensure that a child’s difficulties are noticed early rather than ignored.

Most importantly, the child should continue to feel:

“I am able to learn. My teacher believes in me. I am not being compared with anyone else. I can take my own time, and I can get help when I need it.”

That is the real purpose of early identification.

Not to label a child, but to understand the child early, provide the right support, protect the child’s confidence, and help every child move forward in learning.

Conclusion

Early identification is not about labelling a child. It is about observing carefully, understanding individual needs, providing the right support, and working together with parents when concerns continue. A caring and well-prepared pre-primary teacher can help ensure that every child receives attention, encouragement and the opportunity to learn with confidence.