Which statement is NOT a recommended practice for identifying language delays in preschoolers?

Which statement is NOT a recommended practice for identifying language delays in preschoolers?

• A. Systematic observation over time
• B. Universal screening at multiple points
• C. Waiting until kindergarten to assess
• D. Referral for formal evaluation when concerns arise

Answer: (C)

Early identification of language delays in preschool relies on watching a child’s communication over time and using broad screening to catch trends, not just one moment. Systematic observation across different settings and times helps teachers see consistent patterns in how a child uses sounds, words, and sentences, rather than mistaking a short-term lag for a true delay. Universal screening at multiple points ensures every child is checked, including those who may not show clear signs right away or who develop delays later. When concerns arise, referring for formal evaluation brings in specialists who can diagnose and plan appropriate supports. Waiting until kindergarten to assess misses a critical window when language skills are rapidly developing and when early intervention can make a bigger, more lasting difference in literacy and social communication.

Early identification of language delays in preschool relies on watching a child’s communication over time and using broad screening to catch trends, not just one moment. Systematic observation across different settings and times helps teachers see consistent patterns in how a child uses sounds, words, and sentences, rather than mistaking a short-term lag for a true delay. Universal screening at multiple points ensures every child is checked, including those who may not show clear signs right away or who develop delays later. When concerns arise, referring for formal evaluation brings in specialists who can diagnose and plan appropriate supports. Waiting until kindergarten to assess misses a critical window when language skills are rapidly developing and when early intervention can make a bigger, more lasting difference in literacy and social communication.