Early childhood from birth to about eight years is a critical period for growth in speech and language, motor skills, social-emotional development, cognition and self-help skills. When delays or difficulties occur, early intervention can significantly improve outcomes. The Victorian Early Years Learning and Development Framework (VEYLDF) emphasises both universal supports and targeted intervention for children who need “significantly more than others” (Department of Education & Training, Victoria, 2016). Below are five signs that may suggest it is time to consider further evaluation or early intervention, followed by how VEYLDF and early childhood services in Victoria guide action.
Communication or Language Delays
A strong indicator that your child may benefit from early intervention is a delay in speech or language skills. The Early Language in Victoria Study (ELVS), which followed children from infancy, found significant variation in language development with many children showing delays in expressive vocabulary before school entry.
A recent Australian Early Development Census report highlighted that one in four children begin school with speech or language delays, which are linked with later challenges in literacy, social interaction, and emotional wellbeing (ABC News, 2025).
These signs can include:
- Limited vocabulary for their age
- Difficulty combining words or forming short sentences
- Trouble understanding or following simple instructions
- Minimal use of gestures to communicate
If your child is aged 2–3 and not speaking much, or if a 4-year-old is difficult to understand, it’s worth seeking support. Early assessment and therapy can make a big difference in helping children find their voice and build confidence in communication.
Motor development and coordination
Not reaching gross motor milestones (rolling, sitting, crawling, walking) within expected age ranges, or showing persistent clumsiness, trouble with balance, frequent falls, or struggling with fine motor tasks (using scissors, grasping small objects) suggests a possible motor delay. VEYLDF explicitly recognises physical development and movement within “health and wellbeing” as essential enabler outcomes, noting that health issues can impede children’s learning and participation (Department of Education & Training, Victoria, 2016)
Social-emotional or behavioural concerns
Children who experience ongoing challenges with emotional regulation such as frequent, intense tantrums beyond what’s typical for their age may benefit from early intervention. Similarly, children who appear withdrawn, avoid interacting with peers, or have difficulty forming relationships or responding socially might need extra support to build these essential skills.
National guidance, including the Red Flags Early Identification Guides (Queensland Health, 2024), highlights that behaviour and social interaction are key developmental domains. When delays occur in these areas, it can be an important sign that professional screening or early support may be helpful.
Cognitive, learning and attention difficulty
Signs might include difficulty following simple instructions, seeming easily distracted, inability to engage in age-appropriate problem-solving or pretend play, or poor memory/ attention span compared with peers. Research in Australia (e.g. through national reviews such as the Deeble Institute’s evidence briefs) has emphasised that developmental language disorders (DLD) often co-occur with lower non-verbal cognitive ability or attention issues, and that such disorders affect about 7.5% of children (Walker and Haddock, 2020). When cognitive or attention delays are observed, these may underlie or interact with problems in learning, communication or self-regulation. In which can all be addressed in well-designed early intervention.
Difficulties with self-care, adaptive behaviour and routines
Adaptive skills include feeding, dressing, toileting, sleeping routines, hygiene and managing everyday tasks. If a child well past infant stages is significantly behind peers in these, or struggles to adapt to everyday routines (e.g. mealtime, sleep transitions), it may indicate developmental delay affecting daily functioning. VEYLDF stresses wellbeing and health as prerequisites not only for learning but for active participation in early learning settings. Without adaptive or behavioural support, other learning outcomes may impacted (Department of Education & Training, Victoria, 2016).
What you can do if you recognise these signs?
- Observe and keep records: Note what your child does or does not do compared to expected milestones (communication, motor, social, attention, daily living skills).
- Talk with your child’s early learning educator and health professionals: Maternal & Child Health Nurse, GP, or paediatrician can help determine if further assessment is needed.
- Request screening or assessment: Speech pathologists, occupational therapists, psychologists can evaluate specific domains.
- Access intervention services: In Victoria, ECIS or NDIS Early Childhood providers, inclusion support for kindergartens, or additional funded kindergarten years may apply.
In summary, early signs such as language delays, motor coordination difficulties, social-emotional or cognitive concerns, or challenges in adaptive routines may point toward developmental delay. Recognising these signs and acting early can leverage the child’s developmental plasticity and improve outcomes. In Victoria, the VEYLDF structure, policy levers like funding for extra kindergarten years, and support through ECIS are designed to help children who need more support. If you are concerned, you are not alone and early action can make a real difference!
References:
- Walker, C., Haddock, R. (2020). Developmental Language Disorder and the NDIS. Evidence Brief No. 21. Deeble Institute for Health Policy Research. https://languagedisorder.org.au/wp-content/uploads/2023/02/deeble_evidence_brief_no_21._developmental_language_disorder_and_the_ndis.pdf
- Department of Education & Training, Victoria. (2016). Victorian Early Years Learning and Development Framework (VEYLDF). https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf
- Early Language in Victoria Study (ELVS). (2003-ongoing). Natural course of language development and language problems in infancy. https://academic.oup.com/ije/article/47/1/11/3868353
- ABC News Report. (2025). Australia’s children are increasingly being identified with speech or language delays. ABC News report. https://www.abc.net.au/news/2025-09-14/australias-speech-pathology-therapy-language-delay/105658306
- Queensland Health. (2024)“Red Flags Early Identification Guide (Birth to 5 Years)”. https://www.childrens.health.qld.gov.au/__data/assets/pdf_file/0026/167093/red-flags.pdf
