Janelle | 2012-06-15
I have a daughter who turned four in March. Before that I sent her to an educational psychologist as her teacher felt she was too advanced to not go to Grade R next year. she started crawling at 5.5 months, walking at 10 months and was potty trained at 22 months. He gave her an average of a child of 5.1 years. But in the same breath he implied that her vocabulary is that of a 3 year old and that she might be an L-sen child. She could speak fluently at 2 years already and she knows how to use her tenses properly and her vocabulary has always been bigger than other children her age. She is also able to sound and write her name and I'm halfway through the alphabet in teaching her phonics. Does this sound like an L-sen child to you?
It is critical not to confuse reaching gross-motor and developmental milestones on the early side of the normal parameters, with school-readiness. I do not support the notion of sending a child into formal schooling before the age-appropriate time.
If a child is deemed to be ahead of their age-group cognitively then it is the responsibility of the parents and the pre-school to ensure that the child is stimulated and challenged at an appropriate level.
School readiness is about more than just cognitive skills. If the psychologist has picked up a gap between cognitive abilities and language abilities, then he has assumed that may suggest the origins of some kind of language-based learning difficulty, although you have suggested that language development is age-appropriate.
What is critical in this case, is that the psychologist has given you an intervention strategy to address the areas of concern that were identified in the assessment. If this hasn’t happened, then you need to go back as a matter of urgency and get some recommendations made.
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