At Wonderful Mind, we understand that every child develops uniquely. For children aged 2 years and above, parents and caregivers may observe certain signs that suggest their child could benefit from additional support or a developmental screening, particularly concerning neurodiverse symptoms and psychological challenges. Early understanding and intervention are crucial to supporting a child's well-being and potential.

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It's important to remember that these are general guidelines, and if you have any concerns, it's always best to speak with a professional.

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Key Developmental Areas and Potential Flags:

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Here are some common developmental areas and potential "flags" that might indicate a need for further assessment, with a focus on children aged 2 and above. This guide aims to help you observe your child's development, especially regarding neurodiverse presentations and psychological challenges.

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Social and Emotional Development:

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Flags to watch for:

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• "After-school meltdowns": Child appears well-behaved and compliant at school but has significant emotional outbursts, irritability, or exhaustion once at home. This can be a sign of "masking" or suppressing their true feelings and challenges during the school day.

• Social exhaustion: Appearing drained or overwhelmed after social interactions, even if they seemed to enjoy them at the time.

• Difficulty initiating or maintaining friendships despite wanting them: May struggle with unspoken social rules, reciprocal play, understanding social cues, or perspective-taking.

• Limited shared enjoyment: Not often sharing interests, achievements, or enjoyment with others (e.g., rarely bringing things to show you, not pointing out things of interest).

• Unusual or intense emotional reactions: Reactions that seem disproportionate to the situation, or difficulty regulating strong emotions (e.g., prolonged tantrums, extreme anxiety, intense sadness).

• Difficulty understanding or expressing emotions: Struggling to identify their own feelings or interpret the emotions of others.

• Withdrawal or isolation: Preferring to play alone consistently, or actively avoiding social interactions.

• Rigidity or difficulty with transitions: Becoming very upset, anxious, or aggressive by changes in routine, unexpected events, or new environments.

• Limited imaginative or pretend play: May engage in repetitive play patterns rather than varied, imaginative scenarios.​

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Communication and Language Development:

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Flags to watch for:​​

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• Difficulty with conversational turn-taking: Struggling with back-and-forth conversation, interrupting frequently, or talking excessively about a narrow range of interests without noticing others' engagement.

• Challenges with non-literal language: Difficulty understanding jokes, sarcasm, idioms, or implied meanings.

• Limited use of gestures or facial expressions to complement verbal communication.

• Difficulty understanding social nuances in communication: Missing cues like body language or tone of voice.

• Loss of previously acquired words or communication skills.

• Unusual speech patterns: Flat tone, speaking very loudly or softly, or unusual rhythm.

• Repetitive use of language (echolalia): Repeating words or phrases heard from others, sometimes out of context.

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Cognitive (Thinking and Learning) Development:

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Flags to watch for:​​

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Difficulty with flexible thinking or problem-solving: Struggling to adapt strategies when faced with new challenges.

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• Strong preference for routine and predictability: Becoming distressed when routines are altered.

• Challenges with generalisation: Difficulty applying learned skills from one situation to another.

• Uneven skill development: May have advanced abilities in some areas (e.g., memory for facts) but significant difficulties in others (e.g., executive functioning like planning or organisation).

• Difficulty with abstract concepts.

• Intense, narrow interests: Showing an unusually strong preoccupation with specific topics or objects, to the exclusion of other activities.

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Movement and Sensory Processing:

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Flags to watch for:​​​

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• Clumsiness or poor coordination: More significant than expected for their age.

• Difficulty with fine motor tasks (e.g., using scissors, drawing, dressing independently) or gross motor tasks (e.g., running, jumping, climbing) that peers manage easily.

• Unusual reactions to sensory input: Over- or under-sensitivity to sounds, textures, lights, smells, or tastes (e.g., extreme reactions to loud noises, aversion to certain clothing, seeking intense sensory experiences).

• Unusual or repetitive body movements (stimming): Hand flapping, rocking, spinning, or toe walking, especially when excited, anxious, or overwhelmed.

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What to Do:

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• Talk to your General Practitioner (GP): Your GP is often the first point of contact and can provide initial advice, conduct basic screenings, and offer referrals to specialists.

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• Reach out for help: Our team of experienced psychologists and allied health professionals specialises in child and youth development, neurodiverse presentations, and NDIS early childhood development.

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We can offer:​​​

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• Initial consultations to discuss your concerns.

• Comprehensive developmental screenings and assessments for neurodevelopmental conditions (e.g., Autism Spectrum Disorder, ADHD) and psychological challenges (e.g., anxiety, emotional regulation difficulties).

• Tailored intervention plans and therapy, including strategies for managing masking and social challenges.

• Guidance on accessing NDIS funding and other support services.

 

Remember, seeking help early can make a significant difference in a child's developmental journey. We are here to support you and your child every step of the way.