Turning Curiosity Into Action: Supporting Early Childhood Referrals Through the ISHA Leadership Development Program (ILDP)

Published in the March 2026 issue of the ISHA Voice.

By Kate Eischstadt M.S. CCC-SLP, ISHA Leadership Development Program 2026 Graduate

Early childhood educators are often the first adults outside the family to notice when a child’s development looks different from their peers. Teachers spend hours each day observing how children communicate, play, move, and interact with others. These daily observations place educators in a unique position to help identify children who may benefit from additional developmental support. Early identification and intervention during the first years of life can significantly improve developmental outcomes, particularly when services are provided during a critical period of brain development (Paul & Roth, 2011). Despite the availability of programs such as Early Intervention (birth to three) and Early Childhood Special Education (ages three to five), many children who could benefit from services are not referred as early as they could be.

As a participant in the Isha Leadership Development Program (ILDP), I had the opportunity to explore a question that frequently arises in my work with families and early childhood providers: Why are developmental referrals sometimes delayed even when concerns are noticed? The ILDP encourages participants to identify challenges within their professional or community environments and design practical projects that address those challenges. This framework provided the opportunity to investigate a question that had been on my mind for some time.

To better understand the experiences of early childhood educators, I developed a brief survey for daycare teachers, support staff, and administrators. The goal was not to conduct a large research study but to gather practical insight from professionals who spend significant time observing young children in group settings.

Several consistent themes emerged from the responses. Many participants reported that they were able to recognize developmental differences in the children they worked with. However, a common concern was feeling unprepared to effectively support children with developmental differences or neurodivergent learning needs within the classroom. Educators often noticed when a child’s development appeared different from peers but expressed uncertainty about what steps to take next, how to support those children in everyday classroom routines, or even how to discuss classroom observations with parents.
Participants identified parent resistance as a significant barrier to referrals. Many educators reported feeling unsure how to raise developmental concerns with families in a way that would be supportive and productive rather than defensive. Several respondents expressed interest in learning more about developmental differences and requested practical guidance for discussing concerns with families.

Another theme involved the way developmental differences are often first observed through behavior. One respondent described behavior as “the tip of the iceberg,” reflecting the idea that underlying challenges with communication, sensory processing, motor development, or emotional regulation may initially appear as frustration or challenging behavior in the classroom. As speech-language pathologist Barry Prizant has emphasized, “All behavior is communication.” Viewing behavior through this lens encourages educators to consider what a child may be communicating rather than focusing solely on conformity or stopping the behavior.

Based on these findings, the next phase of this project involves developing a one-page visual guide for daycare providers and families. The goal of this resource is to simplify the referral process for Early Intervention and Early Childhood Special Education while also providing supportive language educators can use when discussing developmental concerns with families.
Participating in the ISHA Leadership Development Program made it possible to turn a question from everyday professional practice into a structured project with practical outcomes. By encouraging participants, with the support of a strong cohort of professionals, to explore challenges in their communities and design actionable solutions, programs like ILDP help translate curiosity and professional experience into initiatives that benefit children, families, and educators.

Paul, D., & Roth, F. P. (2011). Guiding principles and clinical applications for speech-language pathology practice in early intervention. Language, Speech, and Hearing Services in Schools, 42(3), 320–330.
Prizant, B. M. (2015). Uniquely Human: A Different Way of Seeing Autism. Simon & Schuster.