Early detection of neurodevelopmental disorders in the classroom: the role of the early childhood educator

Abstract

The early detection of neurodevelopmental disorders is a major challenge for contemporary education systems, as the early years of life constitute a critical stage for children's brain, cognitive, social, and emotional development. This period lays the foundation for learning, communication, self-regulation, and adaptive skills; therefore, any disruption to these processes must be identified promptly to facilitate early intervention and mitigate the impact on holistic development. A documentary research design was employed, and the study is explanatory and bibliographic in nature. Results: Various studies indicate that key challenges to early detection stem from limitations regarding specialized teacher training, a scarcity of screening tools adapted to the educational context, and insufficient coordination between the health and education sectors. Although many teachers notice atypical behaviors in their students, they often express uncertainty regarding the proper procedures for documenting these observations and making timely referrals. Conclusion: This study will contribute to strengthening educational policies and teacher training programs aimed at ensuring comprehensive care from the early years of life, fostering better opportunities for learning, participation, and inclusion for all children.