Language delay in preschool children. Early identification, educational support and collaborative intervention

Georgeta Covaci

doi:10.63734/JNFDE.02.02.005

Authors

Georgeta Covaci „Ion Creangă” Kindergarten Slatina, Olt, Romania Author

DOI:

https://doi.org/10.63734/JNFDE.02.02.005

Keywords:

Developmental language disorder, Language delay, Preschool education, Early intervention, Inclusive practice, Family partnership

Abstract

Language delay can restrict preschool children’s participation in play, peer interaction, emergent literacy and learning. This article examines the educational identification of persistent language concerns and aims to connect evidence on early intervention with inclusive preschool practice.

A structured narrative review was undertaken using a transparent, question-led search of PubMed, ERIC and Google Scholar, supplemented by professional guidance and reference-list searching. Searches combined terms for preschool age, language delay or developmental language disorder, intervention and educational support.

The reviewed evidence consistently supports responsive adult–child interaction, modelling, play-based language opportunities, parent involvement and coordinated support. Educational observation is most informative when it documents receptive and expressive language, initiation, symbolic play, participation and generalisation across routines. Persistent or complex concerns require multidisciplinary assessment, including consideration of hearing and broader development.

Preschool educators can strengthen communication by embedding individualised language opportunities within meaningful routines while working within clear professional boundaries. Coordinated observation, referral, family partnership and progress monitoring can reduce participation barriers and support timely intervention. Further research should examine implementation in multilingual settings and report functional outcomes alongside standardised language measures.

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