The foundation of early intervention and educational adjustment
Between the ages of 3 and 7, a child goes through one of the most rapid stages of development, in which the cognitive, emotional, social and adaptive foundations needed for later school and social integration are formed. In this critical period, any delay or subtle deviation from the expected path can influence the child’s trajectory. This is why periodic screening is essential – not only as a means of early detection, but also as an instrument of educational and therapeutic guidance.
At my practice, as a clinical psychologist experienced in working with preschool children, I offer an extended package of screenings designed to capture each important dimension of development between 3 and 7 years. The assessment is differentiated according to the child’s age (3–4, 4–5, 5–7 years) and draws both on information from the parent and, where possible, on the teacher’s observations. This mixed approach allows a more faithful understanding of the child’s profile across different contexts.
Cognitive skills
These are assessed on the basis of parents’ answers about behaviour at home and, where relevant, teachers’ observations. At younger ages (3–4 years), the emphasis falls on understanding basic concepts – colours, shapes, spatial relations. As the child grows, the assessment explores the capacity to follow instructions, to make simple inferences and to sustain attention. Between 5 and 7 years, the screening highlights the abilities essential to schooling: logical thinking, cognitive self-regulation and learning through connecting ideas.
Emotional skills
Emotional screening explores awareness and expression of emotions, tolerance of frustration, reactions to change and the capacity for affective self-regulation. As a clinical psychologist, I analyse the data provided by parent and teacher to build a clear picture of emotional maturation – from the impulsive reactions characteristic of a three-year-old to the first functional coping strategies observable around the age of 6–7.
Social skills
This dimension follows how the child relates to others: initiating and sustaining interactions, cooperation, empathy and observance of social conventions. The data collected reflect behaviour observed both in the family environment and in group settings (where the teacher’s input is available). The screening is also useful in the process of differential diagnosis for social communication difficulties, or in identifying early signs within the autism spectrum.
Motor skills
Motor coordination is analysed at both gross (walking, jumping, balance) and fine levels (manipulation, drawing, cutting). As part of the screening, and according to age, I assess the child’s motor progress on the basis of daily observations by parents and educational staff. This information is relevant not only for estimating neuromotor development but also for identifying possible difficulties of sensory integration or motor developmental disorders.
Personal autonomy
Autonomy is investigated through the child’s behaviour in contexts of self-care, organisation and taking on daily tasks. Parents offer a direct perspective on the degree of independence in activities such as eating, hygiene and dressing, while teachers can observe how these abilities show themselves at nursery. This dimension is essential to drawing conclusions about the level of general adaptive functioning.
Readiness for school
Depending on the age level, the screening follows the child’s interest in learning, capacity to follow rules, to complete tasks, to take part in structured activities and to show self-regulation in educational contexts. Pre-academic behaviours are also assessed, such as familiarity with letters and numbers, following sequences and understanding instructions – all essential to preparing a smooth transition to school.
Why I recommend screening to parents
Periodic screening of a child’s development offers a number of clear advantages:
- it allows early detection of risks of delay or atypical development;
- it supports a detailed understanding of the child’s strengths and vulnerable areas;
- it provides the basis for personalised educational and therapeutic interventions;
- it guides the parent in decisions about stimulation activities or the need for further assessment.
It is important to remember that screening has no diagnostic value, but it can signal the need for a full clinical assessment, which I carry out at the practice according to the context of each case.
What comes after the screening?
Once the questionnaires have been completed by the parent and/or teacher, I analyse the results in detail and draw up a profile of the child’s development. This is discussed together with the parent, with clear recommendations: either for specific stimulation, or for a fuller assessment where there are warning signs. Whenever appropriate, I also help direct the child towards suitable forms of intervention – therapeutic or educational.
A developmental screening is not only measurement, but also prevention.
It is an invitation to know your own child deeply and to intervene effectively, exactly where it is needed.
If you are a parent and want a real, complete understanding of your child’s development, I invite you to book a screening session. The process is adapted to the child’s age and takes place in a warm, empathetic and professional setting.
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