As an educator in a Malaysian kindergarten or preschool, you are often the first person to notice when a child's development falls below average. You see them in the classroom, navigating play, circle time, and transitions. 

However, the gap between noticing and naming a concern to a parent can feel like a minefield. You might worry that you're overreacting, or that the parent may be defensive. 

Effective screening isn't about diagnosing, it's about observing a child's Functional Emotional Developmental Capacities. Here's how to identify children who may need extra support.

1) The "Shared Joy" Test

In the DIR/Floortime framework, the most basic building block is engagement.

• Look for: Does the child seek you out to show you a drawing? Do they look back at you for a reaction when they do something funny?

• The Red Flag: A child who seems to be in their "own world," lacks eye contact during play, or doesn't seem to care if a peer joins them.

2) Rigidity vs Flexible Play

Play is the work of a child. It should be creative and ever-changing. 

• Look for: Can the child "go with the flow" if a peer suggests a new idea?

• The Red Flag: Intense "lining up" of toys, extreme distress if a routine changes by even a minute, or repetitive play that never evolves (e.g., only spinning wheels for months).

3) The Sensory "Cup"

Behavior is communication. Often, what looks like "naughtiness" is actually a sensory system that is overflowing or empty. 

• Look for: Is the child constantly crashing into others (seeking input)? Or do they cover their ears during the "Good Morning" song (avoiding input)?

• The Red Flag: Frequent meltdowns during high-sensory transitions (recess, music class, or assembly) that seem disproportionate to the situation.

4) Communication

A "circle of communication" starts when a child initiates and ends when they respond to your reaction. 

• Look for: Can the child handle a 3-step interaction? (Child points -> Teacher labels -> Child smiles/nods).

• The Red Flag: A child who can only repeat lines from cartoons (Echolalia) but cannot answer a simple, meaningful question like "What do you want to play?"

How to talk to parents?

When you identify these red flags, avoid clinical labels such as ASD or ADHD. Instead, use descriptive observation.

Try saying:

"I've noticed Sam is really focused on her cars, but she finds it quite hard to join friends when they play. I think she might benefit from extra help in social engagement."

"Teachers have observed that Elliot covers his ears every time a song is playing, and he tends to reject new food during mealtimes. We think a sensory integration screening may be helpful for him."

How can I learn more about screening and parent communication?

Does your school need deeper support? We provide Educator Workshops across KL and Selangor, teaching teams how to use Floortime and Positive Behaviour Support (PBS) to manage diverse classrooms.

Click Here to book a free 15-minute call via Cal.com to discuss a screening workshop for your school.