It may help children strengthen communication, movement, play, problem-solving, and everyday skills. Every child develops in their own way. Some children gain certain skills quickly and need more support in other areas.
Families may also have questions about how their child communicates, learns, moves, plays, or interacts with others. Early intervention services can help families understand a child’s strengths and developmental needs. Support should be individualized, practical, and connected to goals that matter to the child and family.
What Is Early Intervention?
Early intervention provides services and support to eligible infants, toddlers, and their families. In the United States, these services are governed by Individuals with Disabilities Education Act (IDEA) (U.S. Department of Education, n.d.).
A developmental delay means that a child is developing certain skills later than expected. Developmental delays may affect communication, movement, learning, social interaction, or everyday activities. A child may need support in one area or several areas (Lipkin et al., 2020).
Early intervention may support:
- Communication
- Movement and coordination
- Play and social interaction
- Thinking and problem-solving
- Feeding, dressing, and other routines
- Participation in family and community activities
An early intervention program may provide services in a home, learning environment, clinic, or community setting. The services will depend on the program, eligibility requirements, and the child’s individual needs (California Department of Developmental Services, 2026).
Support should not expect every child to learn in the same way. Instead, goals should help the child participate in meaningful activities and develop useful skills.
How Earlier Intervention Supports Children’s Learning
Young children learn through play, relationships, movement, and everyday experiences. Familiar routines can give children natural opportunities to communicate, make choices, solve problems, and practice new skills (Institute of Medicine & National Research Council, 2015).
Earlier intervention can help families identify these opportunities. Families do not need to turn every routine into a formal lesson. A goal can become part of an activity the child already knows and enjoys.
Communication and Interaction
Communication includes more than spoken words. Children may communicate through facial expressions, sounds, gestures, pictures, signs, words, or communication devices.
One child may practice pointing to a preferred toy. Another may work on requesting help during a meal. A third child may practice taking turns during play. Communication goals should reflect how the child communicates most successfully. Goals should also help the child participate in daily activities.
Movement and Everyday Activities
Movement allows children to explore and take part in play. Developmental support may address balance, mobility, coordination, or the use of hands.
For example, a child may practice:
- Walking across a playground
- Climbing steps
- Holding a spoon
- Stacking blocks
- Turning the pages of a book
- Helping with dressing
These goals should connect to activities that are useful in the child’s daily life. Individualized planning based on strengths, needs, goals, and family priorities is also emphasized in the American Academy of Pediatrics’ guidance on individualized developmental care (Hyman et al., 2020).
Thinking, Play, and Problem-Solving
Play allows children to explore, make choices, and solve problems. It can also support attention, creativity, communication, and interaction. A child may learn that pressing a button makes a toy produce a sound.
Another child may practice matching shapes, completing a simple puzzle, or using objects during pretend play. Activities can be adjusted to match the child’s interests, current skills, and preferred ways of learning.
Building a Child’s Support Team
Families do not have to explore early intervention alone. Depending on the child and program, a support team may include family members, caregivers, educators, health care providers, and developmental professionals.
A child development specialist may help a family understand how a child is learning and developing and help identify practical goals that fit the child’s daily routines. Roles and qualifications may vary by program, so families should ask what services a specialist provides.
A support team should consider the child’s strengths as well as areas that need support. The child’s interests, relationships, successful routines, and preferred communication methods can help guide meaningful goals.
Learning Opportunities as a Child Approaches Age Three
As a child approaches age three, some families begin exploring organized early learning environments. These settings may offer opportunities to play, follow routines, try new activities, and spend time with other children.
When considering a preschool environment, families can ask:
- What is the class size?
- What does the daily schedule include?
- How much time is provided for play and movement?
- How does the staff support communication?
- What experience does the staff have with different developmental needs?
- How does the program communicate with families?
A learning environment should be safe and welcoming. Families should also understand how the program helps children participate in classroom activities and routines.
Choosing an Early Childhood Development Program
An early childhood development program provides organized learning experiences for young children. Activities may focus on communication, relationships, play, movement, early learning concepts, or everyday skills.
Programs differ in purpose and structure. Some provide general early learning opportunities. Others include individualized developmental support or coordinate with other service providers.
Before choosing a program, families can ask:
- What ages does the program serve?
- What does a typical day include?
- How does the program identify a child’s strengths and needs?
- How are families involved in choosing goals?
- How does the program share progress?
- Does the program coordinate with other providers?
- What services are included?
Clear answers can help families decide whether a program fits their child’s needs and family priorities.
When to Ask About Developmental Support
Families may want guidance when they have questions about a child’s communication, movement, play, learning, or participation in daily routines.
One observation does not establish a diagnosis. Children develop at different rates, and developmental differences may have several explanations. Writing down specific examples can help families discuss their observations with a provider.
For example, “My child points to request items but does not often use words” provides more information than “My child is behind.” Families can discuss developmental questions with the child’s health care provider (American Academy of Pediatrics, 2025).
The American Academy of Pediatrics’ clinical report on developmental surveillance and screening addresses identifying young children with possible developmental concerns and connecting families with evaluation and intervention (Lipkin et al., 2020).
Families can also use the Centers for Disease Control and Prevention’s “Learn the Signs. Act Early.” resources to prepare for a conversation with a health care provider. Milestone information is a general resource and does not replace an evaluation (Centers for Disease Control and Prevention, n.d.).
Practical Steps for Families
Families do not need to have every answer before asking for guidance. These steps can help:
- Write down specific questions. Include examples from play, meals, dressing, and other routines.
- Identify the child’s strengths. Note preferred activities and successful ways of communicating.
- Review available programs. Ages served, settings, services, and eligibility requirements can vary.
- Ask how goals connect to daily life. Each goal should have a clear and useful purpose.
- Stay involved in planning. Family priorities can help guide meaningful support.
- Review goals over time. Needs and priorities may change as the child develops new skills.
How Easterseals Southern California Can Help
Easterseals Southern California recognizes that each child and family has different strengths, priorities, and support needs.
Families can explore Easterseals Child Development Services throughout Southern California to learn about programing, locations, ages served, eligibility requirements, and next steps.
The right support should respond to the child as an individual. It should help the child learn, communicate, participate, and develop skills that are useful in everyday life.
