How can a pre-primary teacher identify possible learning difficulties?
A pre-primary teacher can notice early signs of possible difficulties by observing children over time: persistent trouble with speech or understanding, very limited play or interaction, difficulty with motor tasks, extreme distractibility, or loss of skills. The teacher records observations, shares them sensitively with parents and suggests a professional assessment. Teachers observe and refer; they do not diagnose.
What this means in practice
Early identification leads to early support, which makes a big difference. In India, the RPwD Act 2016 recognises conditions such as specific learning disabilities and autism spectrum disorder.
Signs to note (over weeks, not days)
- Speech much less clear than peers
- Not responding to name or simple instructions
- Very limited eye contact or play with others
- Great difficulty with holding crayons or climbing
- Frequent, intense distress at changes
- Losing words or skills
What to do next
- Record dated observations
- Discuss with the school leader
- Meet parents privately and kindly
- Suggest a paediatrician or developmental assessment
Supporting the child while waiting
Assessment and support can take time. Meanwhile, adapt your classroom: use visual timetables, give instructions in short steps, offer extra practice in small groups, and celebrate progress. Keep observing and recording so professionals have useful information. Work closely with parents and follow any advice from specialists once it is available.
Practical next steps
- Observe consistently.
- Record facts, not labels.
- Share with leaders and parents.
- Support the child in class meanwhile.
Common follow-up questions
Can teachers diagnose autism or ADHD?
No; only qualified professionals can.
Is it too early to identify difficulties at 3 to 5?
Some signs show early; referral helps early support.
Sources
Course facts from APTTI's published course pages, checked 10 October 2026. Editorial policy.