4.1: Introduction
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It is essential that Early Childhood Educators be able to recognize typical from atypical development. With typical development, there are certain behavioral expectations and developmental milestones that children should master within certain age ranges. Any behavior and development that falls outside of the standard norms would be considered a-typical. As early care providers, how do we know whether a child’s development is happening at a normal, excelled or delayed pace? How can we be certain that we are providing an optimal learning space for each child? As intentional teachers our goal is to accommodate all the varied skill levels and diverse needs of the children in our classrooms. Additionally, we must provide a safe, nurturing and culturally respectful environment that promotes inclusion so that all children can thrive. In this chapter we will examine the purpose, process and practice of monitoring, screening and evaluating young children. If we are to effectively support the children and families in our care, we must be able to identify a child’s capabilities and strengths early on, as well as recognize any developmental delays or developmental areas that may need additional support. Additionally, we must be aware of the resources and services that are available to support children and families.