“My child is not talking” can describe different difficulties: few words, unclear sounds, limited understanding or trouble using language with others. These concerns need different kinds of support. The first step is to describe what your child understands and how they communicate, including gestures and sounds.
“My child does not concentrate” can describe many different experiences. A child may lose track during an instruction, leave a game quickly or seem not to listen. Attention is a skill that develops with age, and the same behaviour can have different explanations.
A child who looks away may still be listening or communicating in another way. Eye contact is one part of interaction, alongside gestures, facial expression, language and shared attention. Persistent concerns deserve a look at the whole child, rather than judging development by how long they look into someone’s eyes.
Constant movement can make meals, play or family outings difficult. Young children also need opportunities to move and explore. This page focuses on activity in everyday routines; high energy alone does not establish ADHD. The separate ADHD page explains the broader diagnostic assessment.
Strong changes in mood or reactions to everyday situations can be difficult for a child and family. Note the situations, duration and impact, and how the child settles afterwards.
Sleep concerns may involve settling at bedtime, waking repeatedly or unusual events during the night. Describe the whole night and the following day. Different patterns need different responses; a frightening-looking event does not automatically mean epilepsy.
If your child is not responding to their name, communicating as expected or joining play, a developmental assessment can help clarify their needs. Autism involves a broader pattern of social communication differences and restricted or repetitive behaviours. A single sign does not establish the diagnosis.
Stuttering, also called stammering, affects the flow of speech. A child may repeat a sound, stretch it out or become stuck before a word. What matters is both the speaking difficulty and how the child feels about communicating.
“Is it all because of the phone or television?” is a common question when a child struggles with speech, attention or interaction. Screens deserve a place in the discussion, but screen time alone cannot explain a child’s condition. We look at the child’s everyday life and development, without blaming the family.
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