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Dyspraxia in Early Childhood: Signs Support, & Solutions

As parents and caregivers, we all want the best for our children’s development and well-being. While every child is unique and may have their own set of challenges, it’s important to be aware of conditions that might affect their growth and learning. One such condition is dyspraxia, a developmental* disorder that can impact a child’s motor skills, coordination, and overall daily functioning. In this article, we’ll provide you with a comprehensive overview of dyspraxia, explain how to recognise its signs, and suggest what can be done to support children who have been diagnosed with the condition.

What is Dyspraxia?

Dyspraxia is a neurological condition that affects a child’s ability to plan and coordinate movements. Children with dyspraxia may seem clumsy and may struggle with certain tasks that involve physical coordination (we’ll give some examples later in this article). It’s important to note that dyspraxia is not related to muscle weakness, intelligence or cognitive impairment. In contrast, it’s a disorder caused through the brain’s inability to send accurate signals to the body’s muscles.

Points to Note

  • The prevalence of dyspraxia is generally estimated to be around 5-6% of the UK population. However, estimates vary because symptoms manifest differently in different individuals and so may not always be recognised or diagnosed. This can therefore impact the accuracy of prevalence estimates.
  • A definitive diagnosis is not possible before the age of 4 to 5.
  • More boys than girls are affected by dyspraxia.
  • Children affected by dyspraxia may sometimes also be affected by other conditions like ADHD, autism, dyslexia, and speech issues.
  • Dyspraxia is a lifelong condition that currently has no known cure. However, there are various interventions, therapies, and strategies that can help individuals with dyspraxia manage their challenges and improve their quality of life.

Recognising the Signs

While signs of dyspraxia may start to emerge during the early years of a child’s life, official diagnosis is a complex process and may not be fully possible before the age of 4 to 5. Diagnosis also typically becomes more accurate as a child gets older, as developmental milestones become more apparent.

For parents and caregivers, recognising the signs of possible dyspraxia in young children is crucial for timely intervention and support. Bear in mind, though, that children develop at different rates, so some variations in motor skills are normal. That said, some possible signs follow below.

• Signs in Infancy

In infancy and when children are toddlers, it might be challenging to differentiate between typical developmental variations and early signs of dyspraxia. Some children may exhibit mild motor delays, such as late rolling over, crawling, or walking, without necessarily having dyspraxia — so it’s tricky! If you have concerns, it’s a good idea to monitor your child’s progress and discuss any observations with your paediatrician or health visitor. They can provide guidance and monitor your child’s development over time.

• Signs in Preschool Years

During the preschool years (around ages 3 to 5), certain signs of dyspraxia may become more noticeable. Children with dyspraxia might struggle with activities that require fine motor skills, such as holding a pencil, using scissors, zipping jackets, or buttoning clothes. They may also have challenges with gross motor skills like jumping, hopping, and running. Some may regularly bump into things, have frequent falls and have poor balance. At this stage, if you observe persistent difficulties that seem beyond typical developmental variations, consider consulting an occupational therapist or a developmental specialist for a comprehensive assessment.

• Signs in School-Age Children

As children enter school and face more structured activities that involve motor coordination, the challenges associated with dyspraxia may become even more apparent. Difficulties with handwriting, tying shoelaces, participating in sports, ball games, and other motor-based tasks may lead to increased concerns. If these challenges continue and impact your child’s daily functioning, seeking a professional evaluation becomes even more important. Occupational therapists, paediatric neurologists, and developmental paediatricians are skilled in assessing and diagnosing conditions like dyspraxia.

• Other Potential Signs of Dyspraxia

There are also a few additional possible signs to look out for, although not all children affected by dyspraxia will exhibit them:

  • Possible delayed speech and language development;
  • A possible lack of spatial awareness including difficulty understanding personal space and boundaries;
  • Possible difficulty following directions (left/right/etc.);
  • Occasionally, a heightened sensitivity to sensory stimuli, like touch, texture, or noise.

As we said before, however, having any of the above symptoms does not necessarily mean the child has dyspraxia, but it is a possibility.

Supporting Children with Dyspraxia

Early intervention and tailored support can make a significant difference in the lives of children with dyspraxia. The following are some strategies that parents and caregivers can implement to help children with dyspraxia thrive.

Professional Assessment — If you suspect your child might have dyspraxia, it’s essential to consult with a healthcare professional, such as a paediatrician or occupational therapist. A thorough evaluation can provide a clear diagnosis and guide appropriate interventions.

Motor Skill Development — Occupational therapy can be highly beneficial for improving motor skills and coordination. Occupational therapists use specialised activities and exercises to target specific areas of difficulty.

Physical Activities — Engage your child in activities that promote movement and coordination. Choose activities that can help improve motor skills in an enjoyable and engaging way.

Speech and Language Therapy — For children with dyspraxia who also have speech and language difficulties, speech therapy can help improve such skills.

Sensory Integration Therapy — Some children with dyspraxia also experience sensory sensitivities. Sensory integration therapy aims to help individuals process sensory information more effectively, which can have a positive impact on their overall functioning.

Structured Routines — Establishing structured daily routines can provide a sense of predictability and help children with dyspraxia manage their tasks more effectively.

Supportive Learning Environments — Collaboration with teachers and childcare providers will create a supportive learning environment that accommodates the child’s needs. This might include modified activities, extra time for tasks, assistive technology, modified tools, and providing visual cues.

Communication and Patience — Open communication with the child and patience are key. Encourage your child to express their feelings and frustrations, and provide reassurance and understanding in return.

Self-Advocacy and Coping Strategies — As individuals with dyspraxia grow older, they can develop their own self-awareness and advocacy skills. Learning coping strategies, time management techniques, and self-advocacy can help them navigate challenges and achieve their goals.

Summing Up

Dyspraxia is a complex condition that can present challenges, but with early recognition and appropriate support, children with dyspraxia can lead fulfilling and successful lives. By seeking professional guidance, implementing targeted interventions, and creating a supportive environment, parents and caregivers can play a vital role in helping children navigate the world with confidence and resilience.

Leaps & Bounds Nursery, Edgbaston, Birmingham

Leaps & Bounds Day Nursery is in Edgbaston, near Birmingham, Ladywood, Bearwood, Harborne & Smethwick, B16Leaps & Bounds Nursery is rated as a Good Provider of childcare by Ofsted.At Leaps & Bounds Day Nursery in Edgbaston, we will offer all possible support for children who are potentially affected by dyspraxia. This includes watching out for the signs and putting in place tailored support programmes wherever appropriate. With the right support and resources in place, dyspraxic children can overcome challenges and achieve their full potential.

Leaps & Bounds is officially a Good Provider of childcare and early years education — and that’s according to Ofsted, who are totally independent. We are perfect if you are looking for a good nursery or preschool in Edgbaston, or near Birmingham, also being convenient to those looking for high-quality childcare for under-fives near Ladywood, Bearwood, Harborne and Smethwick. We support all Government-funded childcare schemes for eligible families too. So, if you would like to give your baby, toddler or under-five child a wonderful start in life, consider Leaps & Bounds Day Nursery for their childcare and early years education. We’ll bring out the very best in them to ensure they’re school-ready and primed to thrive by the time they leave us to start school. Book a tour, register your child for a nursery place or get in touch with any queries below — we’ll be delighted to help.

* This article relates to the developmental version of dyspraxia, not the type caused through physical trauma or brain injury. Medical professionals may also refer to developmental dyspraxia as Developmental Coordination Disorder (‘DCD’) or Specific Developmental Disorder of Motor Function (‘SDDMF’). In this, for simplicity and brevity, we refer to the condition simply as dyspraxia.

Talk To Your Little One (Here's Why)

As children grow, their brains try to make sense of what they see, hear, smell, touch and taste.As they grow and develop, babies and toddlers are like little sponges that soak up stimuli and information around them. As they do, their brains try to make sense of it all to give meaning and relevance to what the child sees, hears, smells, touches and tastes. When a child is in physical contact with something that stimulates their senses, the connection between cause and effect is at its most obvious. However, when it comes to physically unconnected signals like sound and less tangible things like information, making sense of them can be more difficult as there may be less context for the child to work on. It’s logical, therefore, that interactive help from parents and caregivers is going to help little ones process and put meaning to such inbound data. With help from an adult, the streams of sound and information can be given context and relevance that might otherwise not have been attainable. What’s more, a new study at the University of East Anglia has now confirmed the link between talking with infants and physical changes within their developing brains. Put simply, talking with your infant shapes their brain, quite literally. Let’s take a look at the study.

The Study

The study analysed the effect of talking on the brains of 163 infants aged 6 months and 30 months.The study was undertaken by a team led by John Spencer, Professor in Psychology at the University of East Anglia (UEA). The team analysed the effect of talking on the brains of 163 infants who were enrolled in the study. Over 6,200 hours of audio were recorded via specially designed vests worn by the children, who were aged either 6 months or 30 months. After active talking with the children, their brains were scanned for approximately 40 minutes each, while asleep, using a Magnetic Resonance Imaging (MRI) scanner.

Researchers were looking out for one specific thing; a change to the amount of a chemical called myelin in the parts of the brain associated with the processing of language. The presence of myelin around nerve cells in the brain is known to improve the efficiency of communication between cells. The study was therefore designed to see if the level of myelin increased when children were exposed to language. If so, it would suggest that their ability to process language would be improved simply because the infants were spoken to.

The Findings: How Talking to Your Child Affects its Brain

Talking to your child literally helps shape the make-up of its brain.The findings were very clear; children aged 30 months (2½ years old) who had been regularly spoken to by adults during the test period were found to have increased amounts of myelin in areas of the brain associated with language processing. Interestingly, the increase in levels of myelin was not found in other areas of the brain, suggesting it was increased purely to help the child process language. Quite a finding!

“So talking to your child literally shapes their brain.” (John Spencer, Professor in Psychology, UEA)

Although myelin was not found to increase in 6-month-olds in the study, it is thought that this may be because the brain is rapidly increasing in size during that period. The researchers nonetheless believe that it’s good to talk to your infant even when they’re tiny.

By the age of 3, an infant’s brain will have developed to over four-fifths of its adult size.

Overall, research suggests that infants and toddlers see the greatest benefit when adults talk directly to them, not simply around them. Clearly, the child is getting something from the direct interaction and many verbally-active parents will concur with this. The quantity of being spoken to is apparently important at this young age. Talking to the infant and explaining what you’re talking about will also help them make sense of what you’re saying (e.g. pointing to a ball that you’ve mentioned). Repetition helps. Later on, when children are a little older, quality may be more important, particularly as ‘conversations’ will be taking place between adult and child by that stage.

A baby’s brain forms more than a million new connections every second when you interact with them.

‘Contingent’ conversations are recommended by the study's authors. This is rather akin to the serve-and-return approach to interactions between adult and child.The professor talks about contingent conversations being recommended. This is rather akin to the serve-and-return approach espoused by a separate Harvard study that we reported on via our sister nursery in Streatham back in 2021. In each case, the idea is to take the lead from the infant and pick up on something they’ve already expressed an interest in. In this way, they already have strong attention. If they grab a ball, for example, say, ‘ball’. When they’re a little older and more advanced, you might say, ‘blue ball’ instead. Gradually they will get the idea, even if they don’t appear to understand at first. You can gradually expand the vocabulary as time moves on (e.g. ‘roll the blue ball to Mummy’) and this is an example of improving the quality of the interactions. What you are doing is laying the foundations of the child’s language abilities and, by interacting, you are also making learning fun for the child — classic learning through play. Learn more from the author of the study here.

“It might feel a bit odd to chatter on and on to a six-month-old – clearly, they don’t understand everything you are saying. But gradually, hour by hour and day by day, it all adds up. All that chatter matters.” (John Spencer, Professor in Psychology, UEA)

Leaps & Bounds Nursery: Officially a Good Provider in Edgbaston, Birmingham

Leaps & Bounds Day Nursery is in Edgbaston, near Birmingham, Ladywood, Bearwood & Harborne B16Leaps & Bounds Nursery is rated as a Good Provider of childcare by Ofsted.We hope that this article and our wide variety of guides, articles and posts about childcare, parenting and early years are of interest to parents and caregivers.

Ofsted rates Leaps & Bounds officially as a Good Provider of childcare and early years education for babies and children under five, so your little one is in good hands in a loving, caring and nurturing environment here. So, if you are looking for a good nursery or preschool close to Edgbaston or Birmingham, take a closer look at Leaps & Bounds. As well as being high quality as a provider, we support all Government-funded childcare schemes, making weekday childcare more affordable for eligible families. Let us show you/your child around and we can answer questions and show you how well your child would fit in at the setting. Choose a button below to get in touch or to go right ahead and apply for a nursery/preschool place.

Leaps & Bounds Day Nursery and Preschool is located in Edgbaston, near Birmingham. We would also suit those requiring high-quality childcare for under-fives near Ladywood, Bearwood, Harborne and Smethwick.

The 7 Key Learning & Development Programmes of the EYFS
Early years education at Leaps & Bounds Day Nursery, Edgbaston, BirminghamIn last month’s Rough Guide to the Early Years Foundation Stage (EYFS), we touched upon the 7 EYFS learning and development programmes and their goals, promising to come back to them in much greater detail. We’ll now take a closer look, so that parents can learn more about the programme that their under-fives are experiencing at nurseries like ours, as part of their preparation to become ‘school-ready’ by the time they are five.

The 7 Key Learning & Development Programmes of the EYFS

The 7 key learning and development programmes, covered by the EYFS, include three primary areas of focus plus 4 additional areas. In many ways, the seven represent the learning and development curriculum at early years settings like Leaps & Bounds Day Nursery in Edgbaston. They form an educational structure that also includes a set of goals for each child to attain. Together, they allow children to learn and develop through play, exploration, active learning, creativity and critical thinking.

The 3 primary areas of learning and development

Childcare professionals in England focus most strongly on the three prime areas of learning and development, particularly for the youngest children. These are essential skills that every child needs in order to learn and develop optimally. They form essential building blocks needed as foundations for the other four areas of focus (we’ll come to those later in this article). The three prime areas also allow childcare practitioners to recognise if a child has special educational needs, challenges or disabilities. If so, these can be discussed with the parent or carer and appropriate support options can then be sought if needed.

Learning and development at the nurseryThe three primary areas of learning and development are:

  • Communication & language;
  • Physical development;
  • Personal, social & emotional development.

We’ll take a look at each in turn …

Communication & language

The communication module is all about the children developing their listening, attention, comprehension and speaking skills. Childcare practitioners will look out for them actually listening attentively in a variety of situations. For example, these would include story-telling and spoken engagement from both adults and other children around them. Staff will watch to ensure that they comprehend what’s being communicated, understand verbal instructions, ask relevant questions and generally respond to what’s been communicated in appropriate ways. They will be encouraged to speak and communicate their understanding of what’s being said in appropriate spoken form including, for example, the correct use of past, present and future tenses. All in all, the aim is for them to become confident in their communication skills and be able to express themselves, whatever the situation.

Physical development

The physical development part of the EYFS programme is all about the children developing physical skills, like movement control and coordination, including both small and large types of movement. It’s important for these skills to develop in a wide range of situations. These might include things like successfully holding and using a writing instrument, negotiating larger spaces and handling a variety of tools and equipment in safe and appropriate ways. Personal, social & emotional developmentThis is taken a step further by instilling in the children the importance of physical exercise and a healthy diet. The children’s personal needs also come into this module and, as part of this, they are encouraged to dress themselves and use toilet facilities independently and to be mindful of their own, personal hygiene.

Personal, social & emotional development

EYFS’s personal, social and emotional development module aims to help children to become more self-aware, self-confident in themselves, aware of their own feelings and sensitive to those of others. It also helps them to foster good relationships with those around them and to behave appropriately while, at the same time, understanding what is not acceptable in terms of behaviour. The programme helps children to become more confident in their own abilities and be a cooperative individual within their group. They should recognise their own needs, and be able to politely verbalise them, while remaining sensitive to the needs of others. With a sense of mutual respect, they should develop a positive sense of themselves, enhance their social skills and deepen their emotional intelligence. Positive relationships should thereby grow naturally.

The 4 additional areas of learning and development

The three prime areas above form a strong learning and development foundation for the remaining four areas of focus.

Reading with a young childThe four additional areas of learning and development are:

  • Literacy;
  • Mathematics;
  • Understanding the world;
  • Expressive arts & design.

We’ll take a look at each in turn …

Literacy

The literacy component of the EYFS curriculum is about reading and writing.

In regard to reading, children will become familiar with letters and phonics and should be able to link these to spoken words. As they progress, they should soon be able to read and comprehend reasonably simple sentences and even some of the more common irregular words. They should be able to demonstrate an understanding of what they’ve read in a wide variety of reading materials.

Writing is a natural progression of this as they use the skills and understanding of reading and apply it to their own written words and sentences.

Mathematics

Mathematics is a key module within the EYFS framework

The mathematics element of the EYFS curriculum covers everything you’d expect in terms of early years mathematics, but it also relates the topic to the physical world around children. So, as well as learning to count, recognise when numbers are greater or smaller than others, do simple addition and subtraction and suchlike, children are encouraged to recognise how mathematics relates to their environment and to everyday objects. For example, they are will start to see regular patterns and become aware of simple mathematics relating to size, distance, weight, volume, time and money. They will be able to solve simple problems and understand concepts like doubling, halving, sharing and so on.

Understanding the world

Technology is one part of this topic. Here, children will be able to discover technology that will suit specific purposes that they want to undertake around the home, at nursery or later in school.

Children will get to understand the physical world around them, becoming more aware of nature, plants and the animal world. They will learn about the similarities and differences between living things, materials, objects, places and whole environments. Another aim is to enable them to discuss all these things and to understand why some things happen as they do.

People and communities is another key focus area within this module. In a similar way to the section above, children will observe and explore the similarities and differences between people, families, cultures, communities and traditions. They should become sensitive to the fact that different people have different preferences, beliefs and values. They should also soon be able to articulate their understanding of these and be able to compare them verbally.

Expressive arts & design

Early years creativity

The exploration and use of different media and materials is a key component of this EYFS curriculum module. So, children will get involved in singing, dancing and making music in a variety of different ways. They’ll use different techniques to explore design, colour, form, function and texture using a range of different materials and tools.

Children are also encouraged to be imaginative as part of this module. They should be able to implement what they’ve learned about media, materials and creative techniques to create original and imaginative works of their own. These pieces may be created through art, design, technology, music, dance, role-play or creative writing.

Continuous assessment, the ‘Progress Check’ & the ‘EYFSP’

Throughout all seven areas of the EYFS learning and development programme, the childcare professionals at nurseries, pre-schools and other early years settings will continuously monitor how the children are progressing. The learning and development plan will regularly be tailored, as appropriate, to the emerging needs and preferred learning styles of each individual child. Parents/carers will be kept informed throughout and a personal learning journal will be maintained, as part of this, for each child. This is available to view at any time. There is also a formal, written ‘Progress Check’ once children reach the age of two and this can be used to ascertain whether the child in question has any special needs and, if so, what support may be required. Similarly, an Early Years Foundation Stage Profile (“EYFSP”) is produced in the final term in which the child reaches the age of 5. This is used by the school that the child attends following nursery, in order to appraise the child’s readiness for Year 1.

Childcare services at Leaps & Bounds Day Nursery, Edgbaston, Birmingham

Leaps & Bounds Day Nursery fully embraces all areas of the excellent EYFS framework, for early years learning and development. Babies and children thrive in this environment and each child achieves personal bests through doing so. If you are looking for high quality childcare and early education for your baby or child under five, please consider Leaps & Bounds. We are a nursery in Edgbaston, near Birmingham (B16), so are also convenient for parents looking for nurseries or pre-schools near Harborne, Ladywood, Bearwood and Smethwick. Call 0121 246 4922 or request a visit or more information here. We’d love to meet you, show you around and to tell you more about this excellent nursery, its learning and development programme, and how it could benefit your child.