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How to Identify Early Signs of Autism in Young Children

June 22, 2026
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In daily work with young children, we are often the first to notice when something does not seem to be within expected development. As child care providers, our role is not to diagnose, but to observe, document, and support.

Autism, also known as Autism Spectrum Disorder (ASD), is a developmental condition that can affect communication, social interaction, and behavior. Identifying it early can make a significant difference in the life of the child and their family.

Early Signs That May Be Observed

Every child is different, but some signs that may raise concern include:

  • Little or no eye contact
  • Not responding to their name
  • Delayed language or absence of words
  • Not pointing to objects or not sharing interest
  • Limited interaction with other children
  • Repetitive movements (such as rocking or hand flapping)
  • Unusual reactions to sounds, lights, or textures

It is important to remember that one sign alone does not mean autism, but several signs together may indicate the need for closer observation.

The Role of the Teacher or Provider

Child care providers play a fundamental role because they:

  • Observe the child daily
  • Can identify patterns of behavior
  • Compare development with other children of the same age

The most important things are:

  • Observe without judgment
  • Document what you see
  • Avoid labeling the child

Tools That Can Help

There are tools such as the ASQ (Ages and Stages Questionnaires) that help to:

  • Evaluate development
  • Identify possible delays
  • Guide decisions about next steps

These tools do not provide a diagnosis, but they help in making informed decisions.

How to Talk to Families

This is one of the most sensitive steps.

Some recommendations:

  • Speak with respect and sensitivity
  • Focus on observations, not opinions
  • Highlight the child’s strengths
  • Offer support, not alarm
  • Example: “I have noticed a few things in your child’s development that I would like to share with you so we can support them together.”

The Importance of Early Intervention

When a child receives support early:

  • Their development improves
  • They have more learning opportunities
  • Communication is strengthened
  • Families receive support

The earlier action is taken, the better the outcomes.

Working with children is a great responsibility. Many times, small observations can change a child’s future.

It is not about diagnosing, but about supporting, observing, and guiding with care and professionalism.

Because every child deserves the opportunity to reach their full potential.

Presented by: Good Hands Daycare Center LLC

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Play and Art: Powerful Tools for Child Development

June 22, 2026
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During the early years, children learn best through play and hands-on experiences. Art activities, sensory exploration, dramatic play, music, storytelling, and problem-solving experiences provide valuable opportunities to strengthen all areas of child development. These experiences support the five developmental domains identified in the Wisconsin Model Early Learning Standards (WMELS): Physical Development and Health, Social and Emotional Development, Language Development and Communication, Approaches to Learning, and Cognition and General Knowledge.

Physical Development and Health

Art and play activities help strengthen both fine and gross motor skills. When children paint, cut with scissors, mold clay, or use paintbrushes, they develop hand-eye coordination and strengthen the small muscles needed for future writing skills. Movement games, dancing, obstacle courses, and outdoor play promote balance, coordination, and physical strength.

Social and Emotional Development

Group play allows children to learn how to share, take turns, cooperate, and resolve conflicts. Dramatic play activities, such as pretending to be a doctor, teacher, or store owner, help children express emotions, develop empathy, and understand the feelings of others. Art also provides a safe and creative way for children to express their thoughts and emotions.

Language Development and Communication

Play and art experiences provide excellent opportunities to build vocabulary and communication skills. During activities, educators can ask open-ended questions, describe actions, and introduce new words. Storytelling, reading books, singing songs, reciting rhymes, and engaging in meaningful conversations help strengthen listening, comprehension, and verbal expression skills.

Activities That Support Language Development:

  • Interactive story reading with open-ended questions.
  • Puppet shows and dramatic play activities.
  • Sequencing games and picture storytelling.
  • Songs, fingerplays, and rhymes with movement.
  • Discussions about children’s artwork and creations.
  • Sorting and describing objects by their characteristics.

They have all been redesigned to be more dynamic, accessible, interactive and focused on the real needs of children, incorporating developmentally appropriate practices, cultural strategies and current contexts in the educational field.

Approaches to Learning

Through play, children develop curiosity, creativity, persistence, and initiative. As they explore art materials or attempt to solve challenges, they learn to make decisions, experiment, and persevere toward a goal. These skills are essential for future school success and lifelong learning.

Cognitive Development and General Knowledge

Art and play activities encourage critical thinking, problem-solving, and the development of

early math and science concepts. Children compare sizes, count objects, identify patterns, make predictions, and experiment with different materials.

Activities That Support Cognitive Development:

  • Exploring cause and effect through sensory activities.
  • Sorting objects by color, size, or shape.
  • Building with blocks and recycled materials.
  • Simple science experiments and observations.
  • Puzzles and memory games.
  • Counting activities during play.
  • Creating patterns with art materials.

Conclusion

Play and art are much more than recreational activities; they are essential tools for learning and development. When educators provide meaningful, age-appropriate experiences, they support children’s growth across all developmental domains. Every drawing, conversation, construction project, and imaginative play experience offers an opportunity to strengthen language, thinking skills, creativity, and social relationships, laying the foundation for future success in school and life.

References

  • Wisconsin Department of Public Instruction. (2024). Wisconsin Model Early Learning Standards (WMELS). Madison, WI: Wisconsin Department of Public Instruction.
  • Centers for Disease Control and Prevention (CDC). (2024). Developmental Milestones. Retrieved from https://www.cdc.gov
  • National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice Position Statement. Washington, DC: NAEYC.
  • Copple, C., & Bredekamp, S. (Eds.). (2020). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 (4th ed.). Washington, DC: National Association for the Education of Young Children.

Contribution by Precious Moment Childcare

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Women Who Grow, Learn, and Transform the Future

June 22, 2026
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Every day, more women continue taking strong steps in their professional development within the field of early childhood education. Many of them are already working in child care programs, centers, or family child care settings, and still choose to continue their training—demonstrating a true commitment to providing high-quality care.

Through in-person courses offered in Spanish, I have had the opportunity to witness the growing interest and dedication of these entrepreneurial women. It is not only about meeting requirements, but about learning, improving, and providing more intentional and professional care.

What is especially meaningful is that many of them had already completed similar trainings in the past. However, with the changes implemented in 2024 to the required DCF courses, they have realized that there is always something new to learn. As many of them have shared during class:

👉 “I thought I already knew this, but now I understand it better.”

👉 “There are many new things I didn’t know.”

👉 “Now I see my work in a different way.”

These reflections highlight an important truth: learning never stops, and there is always room for growth.

As a trainer, it is a privilege to witness their progress. I have seen how participants arrive with questions and uncertainties, and gradually build confidence, actively participate, share their experiences, and strengthen their knowledge. Each class becomes more than a learning space—it becomes a place of support, motivation, and community.

These images represent more than moments in a classroom. They represent stories of effort, growth, and commitment. Women who work hard every day, who continue learning, and who are transforming the quality of early childhood care in our community.

Because when a woman chooses to grow professionally, she doesn’t just improve her practice…

She transforms her environment, her program, and the future of the children in her care.

Contribution by Carmen Hernández – Registered Community Coach

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