Between the ages of 3 and 7, a child learns to understand the world, to solve problems, to ask questions and to build their first pieces of reasoning. These processes define what we call cognitive development. The pace at which they appear can differ from one child to another, and sometimes there are subtle gaps that are hard to notice without a structured assessment.
This is precisely why screening cognitive skills is a valuable instrument: it allows parents and teachers to understand better how a child functions intellectually, in relation to their age.
What are cognitive skills?
Cognitive skills include abilities such as:
- attention and the capacity to concentrate;
- memory (working and short-term);
- logical reasoning;
- the formation of basic concepts (colours, shapes, sizes, categories);
- symbolic thinking and understanding of relationships;
- problem-solving capacity;
- the development of receptive and expressive language in cognitive contexts.
These abilities are involved in everything a child does: from simple games to active participation in educational activities.
How does the screening work?
At the practice, the screening is structured across three age groups: 3–4 years, 4–5 years and 5–7 years. The assessment is carried out through standardised questionnaires completed by parents and, where possible, by teachers. The information provided is analysed and interpreted by me, as a clinical psychologist, against the normal stages of cognitive development.
For a child of 3–4, the screening focuses on recognising basic concepts (colour, shape, size), following simple instructions and the beginnings of logical thinking.
At 4–5, it investigates the capacity to classify objects, to anticipate simple consequences and to solve tasks involving sequence or rules.
Between 5 and 7, the screening explores emerging abstract thinking, the solving of more complex problems, working memory and cognitive adaptation to new situations – all essential to starting school.
What signs may suggest a cognitive difficulty?
- Delays in learning colours, shapes or numbers;
- Difficulty understanding instructions, even simple ones;
- Problems with concentration, or being easily distracted;
- Difficulty making connections between ideas or objects;
- Rigidity of thinking, or an absence of solutions in simple logic games.
These signs do not automatically imply a disorder, but they can justify a fuller assessment or early intervention.
What happens after the screening?
Once the results have been processed, we discuss your child’s cognitive profile together. Depending on the strengths and the more vulnerable areas, I may make recommendations such as:
- cognitive stimulation activities at home;
- adjustments to educational demands;
- sessions of psychological or speech-and-language support;
- referral for a full psychiatric clinical assessment, where appropriate.
The aim is not to label the child, but to understand them deeply and support their development at their own pace.
Why does cognitive screening matter?
- Because some delays can be fully made up if they are detected early.
- Because a child who is stimulated appropriately reaches their potential more easily.
- Because parents need clarity and confidence in decisions about their child’s education.
- Because school can become a challenge or an achievement, depending on how we prepare the child for it.
Frequently asked questions about cognitive screening
Does my child have to come to the practice for this screening?
No. The screening involves the parent (and, optionally, the teacher) completing standardised questionnaires, which are then interpreted by the psychologist.
What happens if the results are below average?
We discuss the level of cognitive functioning and the possible directions for intervention. Sometimes a mild delay can be overcome through stimulation; at other times further assessment may be needed.
Is the screening an intelligence test?
No. The screening does not measure IQ and does not label the child. It indicates whether cognitive development is within the expected range, or whether there are areas where the child needs support.
How often should the screening be done?
I recommend an assessment at each major transition (for example moving between groups at nursery, or before starting school), or whenever concerns arise about the child’s attention, learning or reasoning.
Book a cognitive screening for your child
The assessment takes place in a professional and empathetic setting. As a clinical psychologist, I make sure each child is understood as a whole – not only through what they do, but through how they think.
How it works in practice
Psychometric instruments are not used in isolation. At the practice, a test forms part of a complete psychological assessment: clinical interview, choice of the instruments suited to your question, interpretation, a written report and a session in which I explain the results in language you can go on using.
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Cabinet Individual de Psihologie Ileana Vlad · Corbeanca, Ilfov · 0753 453 262