Diagnosis as the foundation of early intervention teaching children in kindergarten
Abstract
This publication is devoted to the issue of pre-diagnosis and its role in the early detection of problems/delays/disharmony or developmental disorders in children at this age. Preschool diagnosis, supported by observation, as it is often the first study, on the basis of which the regularity or irregularity of a child’s development can be stated. It is the duty of teachers in relation to the results of this diagnosis, to take action to support the development of a child diagnosed with problems / delays / disharmony and disorder in order to reduce them. Early diagnosis and, consequently, early action enable one to avoid deepening the problems/disorders/disharmony or delays, and allows the child to function in the family and society.
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