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Psychological consultation and assessment of early development, communication, sleep, feeding, separation and adaptation during the first years of life.
Early childhood is a period in which the child's development takes place in very close connection with relationships, bodily experiences, ways of communicating and the environment in which the child grows.
Psychological work with babies and young children does not consider behaviour, sleep, feeding or speech in isolation. It is important to understand the overall development of the child, the way in which they communicate and express their needs, as well as the relationships with significant adults.
Seeking consultation early does not necessarily mean that a disorder is present. Sometimes parents need professional guidance to understand whether what is being observed is part of individual development, whether follow-up is necessary, or whether there are grounds for a more in-depth assessment and support.
Consultation on the development of the baby and young child
What is it?
The first years of life are a period of extremely rapid development. Motor skills, language, play, communication, emotional regulation and the ability to connect with others develop simultaneously and mutually influence one another.
Parents often notice small particularities even before they can clearly formulate what concerns them. The child may appear less interested in contact, have difficulties with adaptation, react very strongly to change, or simply develop in a manner different from the family's expectations.
The consultation aims to understand the specific child, their history and the environment in which they grow. Conclusions are not drawn solely on the basis of an isolated symptom or comparison with other children.
Sometimes a single consultation is sufficient to discuss the parents' concerns. In other cases, observation, a psychological assessment of development or a consultation with another specialist may be recommended.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For parents of babies and young children who have questions or concerns regarding the child's development, behaviour, communication, play, emotional reactions or relationships.
When can it be helpful?
- when the parent has a general sense that development is not proceeding as expected;
- in the case of concerns regarding contact and communication;
- in the case of delay in certain skills;
- in the case of strong sensitivity to change;
- in the case of marked anxiety or difficulties with separation;
- in the case of very limited or repetitive play;
- in the case of significant difficulties with sleep or feeding;
- when the parent needs professional guidance regarding development.
What does the psychological work involve?
A conversation with the parents about the child's development and history, observation of the child and their relationship with the significant adult, and, if necessary, a referral for a more in-depth psychological assessment or consultation with another specialist.
How does the first meeting proceed?
Typically the first meeting includes a conversation with the parent and observation of the child. The pregnancy and birth, early development, health status, sleep, feeding, language, play, relationships and specific concerns are discussed.
Format and frequency
Format
With parent and child. If necessary, a preliminary or follow-up meeting with the parents alone may be held.
Duration and frequency
This may be a single consultation, several consecutive meetings, or the beginning of longer-term follow-up.
Who conducts the consultations?
Psychologists and psychotherapists from the team with competence in early childhood development and work with parents and children.
Important
The pace of development is individual. An isolated sign or delay is not sufficient grounds in itself for making a diagnosis.
Psychological assessment of early childhood development
What is it?
The psychological assessment of early development aims to examine, in a more systematic way, how the child functions in various areas – communication, cognitive development, play, attention, emotional regulation, behaviour and relationships.
The assessment is not reduced to a comparison with an age norm or to obtaining a result from an isolated test. In early childhood it is especially important for the child to be considered in the context of their history, health status, relationships and environment.
The behaviour of a young child can change significantly depending on whether they feel calm, whether they are familiar with the environment, and how the parent is present. For this reason, clinical observation and information from the family are an essential part of the assessment.
The aim is to build a more comprehensive profile of the child's strengths and the areas in which they encounter difficulties, and to formulate appropriate recommendations for subsequent support.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For babies and young children in respect of whom there are specific questions or concerns regarding the pace or nature of their development.
When can it be helpful?
- in the case of developmental delay;
- in the case of difficulties in communication;
- in the case of absent or limited speech;
- in the case of particularities in play;
- in the case of significant behavioural or emotional difficulties;
- in the case of difficulties with adaptation;
- in the case of premature birth or a risk medical factor;
- when a more structured assessment of development is required.
What does the psychological work involve?
A detailed clinical interview with the parents, observation of the child, age-appropriate assessment methods, and integration of the information obtained into an overall clinical judgement.
If necessary, additional assessment by a paediatrician, child psychiatrist, neurologist, speech and language therapist or other specialist is recommended.
How does the first meeting proceed?
Initially, detailed information about the child's development is gathered. Part of the assessment may involve direct work with the child and observation of free or structured play.
Format and frequency
Format
With parent and child. Depending on the aim, several meetings may be necessary.
Duration and frequency
Determined according to the child's age, the clinical question and the methods used.
Who conducts the assessment?
A psychologist with appropriate qualification and experience in the assessment of early childhood development.
Important
The psychological assessment is part of the overall understanding of development and should not automatically be regarded as a medical diagnosis.
Support for delayed speech and difficulties in communication
What is it?
Language develops in the context of communication. Before a child begins to use words, they communicate through gaze, gesture, sound, movement, play and reaction to others.
When speech appears later than expected, it is important to consider not only how many words the child uses, but how they communicate as a whole – whether they seek contact, share interest, use gestures, understand speech, engage in symbolic play, and how they react to others.
The causes of delayed speech can vary and should not automatically be linked to a specific diagnosis. Sometimes it is a matter of individual pace, while in other cases the language difficulty is part of a broader developmental particularity.
For this reason, psychological assessment can be helpful as part of a multidisciplinary understanding of the child.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For parents of children with absent, limited or significantly delayed speech, as well as in the case of concerns regarding the way the child communicates.
When can it be helpful?
- when the child uses few or no words;
- when they have difficulty understanding speech;
- when they rarely use gestures;
- when they do not share interest with others;
- when contact appears limited;
- when there is loss of previously acquired language or communication skills;
- when the parent has a sense that the child communicates differently from their peers.
What does the psychological work involve?
A conversation with the parents, observation of communication, play, attention and relationships. If necessary, additional assessment by a speech and language therapist, hearing specialist, child psychiatrist or other professional may be recommended.
How does the first meeting proceed?
Observation is made of how the child communicates spontaneously, how they use gaze, gesture, sound and play, and how they react to the parent and the specialist.
Format and frequency
Format
With parent and child.
Duration and frequency
Depending on the case – a consultation, several assessment meetings, or subsequent follow-up.
Who conducts the consultations?
Specialists with competence in early childhood development.
Important
Delayed speech may have various causes. It is not sufficient in itself for a conclusion regarding a specific developmental disorder.
Consultation for difficulties in contact, communication and social interaction
What is it?
Already in early childhood, the child develops the ability to direct their attention towards the other, to share interest, to take part in play, and gradually to understand the social world.
In some children, parents notice that contact develops differently – the child may less often seek eye contact, prefer solitary activities, find it difficult to share interest, or react unusually to changes and social situations.
These particularities can have many different explanations. They must be assessed in the context of overall development, rather than through the search for a single "symptom".
Professional consultation can help determine whether observation, a more in-depth assessment, or the involvement of other specialists is necessary.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For families who have concerns regarding contact, social interaction, play, or the way the child communicates with those around them.
When can it be helpful?
- in the case of limited or inconsistent eye contact;
- in the case of limited sharing of interest;
- in the case of little initiative for communication;
- in the case of difficulties in joint play;
- in the case of a strong need for predictability;
- in the case of unusually intense or repetitive interests and behaviours;
- in the case of significant sensitivity to sound, touch or other sensory stimuli;
- in the case of loss of acquired skills.
What does the psychological work involve?
A conversation with the parents, observation of the child, and assessment of development, communication, play and social interaction. If necessary, further specialised assessment is recommended.
How does the first meeting proceed?
The child is observed in a free and, if necessary, structured situation, with attention paid to how they seek contact, share attention, and use play and communication.
Format and frequency
Format
With parent and child.
Duration and frequency
According to the clinical question – from a consultation to several assessment meetings.
Who conducts the consultations?
Psychologists with experience in early childhood development.
Important
The presence of isolated particularities is not equivalent to a diagnosis. In the case of suspicion of an autism spectrum disorder, a comprehensive specialised assessment is required and, if necessary, the involvement of a child psychiatrist and other specialists.
Support for difficulties with sleep
What is it?
Sleep in early childhood is linked to biological maturation, the daily rhythm, relationships with parents, and the child's gradually developing capacity to tolerate separation and to soothe themselves.
Frequent awakenings, difficulty falling asleep, the need for prolonged presence of the parent or sudden changes in sleep can be very exhausting for the whole family.
Not every sleep difficulty is psychological. First, age, physical health, routine and possible medical causes must be taken into account.
When the problem is prolonged or is linked to significant anxiety and tension between parent and child, psychological consultation can help in understanding the whole context surrounding sleep.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For parents of infants and young children with prolonged difficulties falling asleep, frequent awakenings or strong tension around sleep.
When can it be helpful?
- with difficulty falling asleep;
- with very frequent night awakenings;
- with strong protest at being put to bed;
- when the child is unable to fall asleep without the prolonged presence of an adult;
- with a sudden change in sleep after a stressful event;
- when the problem leads to significant exhaustion of the child and parents.
What does the psychological work include?
A detailed exploration of the daily routine, the relationships around falling asleep, the family situation, the child's emotional state and the way in which the parents respond to the difficulty.
How does the first meeting proceed?
It usually begins with a detailed conversation with the parent. Depending on age and situation, the child may also take part.
Format and frequency
Format
Parental consultation or a meeting with parent and child.
Duration and frequency
Often short-term work with subsequent follow-up.
Who conducts the consultations?
Specialists experienced in early childhood development and parental counselling.
Important
If a medical cause or sleep disorder is suspected, the child needs to be assessed by a paediatrician or another appropriate medical specialist.
Support with feeding difficulties
What is it?
Feeding in early childhood is not merely a biological process. It is also one of the first ways in which the child and the adult communicate, regulate rhythm and build relationships.
In some children, feeding gradually becomes a source of considerable tension. There may be strong refusal of food, a very limited range of accepted foods, prolonged feeding, conflicts at the table or anxiety in both the child and the parent.
The more the adult worries about whether the child is eating enough, the greater the pressure that may unintentionally arise around feeding. In this way, feeding can gradually become a field of tension between parent and child.
The psychological work addresses both the child's behaviour and the relationships and emotional context around feeding.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For families with infants and young children in whom feeding has become a prolonged source of difficulties and tension.
When can it be helpful?
- with strong refusal of food;
- with a very limited food repertoire;
- with strong anxiety during feeding;
- with constant conflicts around feeding;
- when the child accepts food only under specific conditions;
- with significant changes after illness or another event;
- when feeding takes up an excessively large part of the family's daily life.
What does the psychological work include?
Discussion of the feeding history, daily routine, the child's behaviour, the relationships during feeding and the parents' concerns.
How does the first meeting proceed?
It usually begins with a parental consultation. If necessary, the interaction between parent and child may be observed.
Format and frequency
Format
With parents and, if necessary, with the child.
Duration and frequency
Depending on the nature of the difficulty.
Who conducts the consultations?
Specialists with competence in early childhood development and parent–child relationships.
Important
Before a psychological interpretation, medical, gastroenterological, allergological, oral-motor or other physical causes of the feeding difficulties must be excluded.
Support with severe separation anxiety
What is it?
The young child's ability to gradually separate from the parent develops over time. Separation anxiety is a normal part of early development and can be particularly strong during certain periods.
In some children, however, separation causes such intense fear that it significantly limits daily life. The child may refuse to stay with other adults, react very strongly when the parent leaves, or experience prolonged anxiety in a new environment.
Sometimes the difficulty is intensified after a specific change – illness, hospitalisation, a parent's absence, moving house, the birth of another child, or starting nursery.
The psychological work addresses the anxiety within the context of development and relationships, without forcing separation.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For parents of young children in whom separation is linked to strong and prolonged anxiety.
When can it be helpful?
- with strong and prolonged crying at separation;
- when the child refuses to stay with another significant adult;
- with difficult adaptation to nursery or kindergarten;
- with significant anxiety after separation or a parent's absence;
- when fear of separation limits the family's daily life.
What does the psychological work include?
Working with the parents on understanding the anxiety and supporting the child in the process of gradual separation and adaptation.
How does the first meeting proceed?
The discussion covers when the difficulty began, in what situations it arises and how the child and parents respond to separation.
Format and frequency
Format
Parental consultation and/or work with parent and child.
Duration and frequency
Determined individually.
Who conducts the consultations?
Specialists in early childhood development and parent–child relationships.
Important
Separation anxiety is normal at certain stages of development. Its significance is assessed according to age, intensity and impact on functioning.
Support with adaptation to nursery and kindergarten
What is it?
Starting nursery or kindergarten is one of the first significant social changes in a child's life. The child must adjust to a new space, adults, children, rules and daily rhythm, while at the same time coping with separation from the parent.
For some children, this transition passes relatively smoothly. In others, strong crying, refusal to attend the setting, sleep disturbances, changes in feeding, greater irritability, or a temporary return to earlier behaviours may appear.
These reactions do not always mean that the child is not ready for nursery or kindergarten. They are often part of the adaptation process. It is important, however, to monitor the duration, intensity and the way in which the child gradually builds a sense of security in the new environment.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For parents and young children who encounter significant difficulties before or after starting nursery or kindergarten.
When can it be helpful?
- with prolonged and strong protest;
- with persistent worsening of sleep or feeding;
- with strong anxiety even before starting;
- with a significant change in behaviour;
- when adaptation continues to be difficult over time;
- when parents feel strong uncertainty about how to respond.
What does the psychological work include?
Understanding the child's reactions, the particularities of separation and the new environment, working with parental worries, and building a suitable way to support adaptation.
How does the first meeting proceed?
The discussion covers the behaviour before and after starting, reactions at separation, the organisation of daily life, and information from the nursery or kindergarten.
Format and frequency
Format
Mainly parental consultation, with the child's involvement if necessary.
Duration and frequency
Usually short-term work with the possibility of follow-up.
Who conducts the consultations?
Psychologists with competence in early childhood development.
Important
Adaptation is a process, not a one-off event. The aim is not to force the child to stop reacting, but to gradually build a sense of security in the new environment.
Support for prematurely born infants and their parents
What is it?
Premature birth may occur at a moment when the parents are still psychologically preparing for the child's arrival. Instead of the anticipated meeting with the baby, they may suddenly find themselves in an environment of medical uncertainty, equipment, procedures and separation.
The stay in a neonatal unit can be experienced as highly stressful or traumatic. Parents may feel fear for the child's life, helplessness, guilt, or a sense that they cannot assume their natural place as mother or father.
After discharge, the anxiety does not always disappear. Some parents remain constantly on guard, watching every movement or breath, and find it difficult to allow themselves to perceive the child beyond medical risk.
Psychological support is directed both towards the parents' experience and towards the relationship with the baby and the family's adaptation.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For parents of prematurely born infants during or after the neonatal period.
When can it be helpful?
- with strong anxiety about the baby's health and development;
- with guilt or a sense of parental inadequacy;
- after a prolonged stay in neonatal care;
- with difficulty for the parent to connect emotionally with the baby;
- with constant fear of medical deterioration;
- with significant tension after discharge;
- with concerns regarding subsequent development.
What does the psychological work include?
Support for the parental experience, the relationship with the baby, and adaptation after the medical crisis. If necessary, monitoring of early childhood development may also be included.
How does the first meeting proceed?
Parents can talk about the birth, the hospital stay and their current concerns. When appropriate, the meeting also includes observation of the baby and the interaction with the parent.
Format and frequency
Format
With one or both parents and, where possible, with the baby.
Duration and frequency
From a single consultation to prolonged follow-up, depending on the situation.
Who conducts the consultations?
Specialists with competence in early childhood development, parental mental health and work with prematurely born children.
Important
Psychological follow-up does not replace the paediatric, neurological and other necessary medical follow-up of the prematurely born child.
Consultation in case of suspected autism spectrum disorder
What is it?
When parents notice particularities in communication, play, social contact or the child's behaviour, the question of an autism spectrum disorder can cause considerable anxiety.
It is important that such particularities are not interpreted in isolation. Development in early childhood is complex, and different conditions may present with partially similar signs.
The initial psychological consultation aims to examine the child's overall development – communication, language, play, social interaction, behaviour, sensory responses and developmental history.
When there are sufficient grounds for continuing the assessment, the family may be referred to an appropriate multidisciplinary diagnostic process.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For parents who have concerns regarding their child's social, communicative or behavioural development.
When may it be helpful?
- in cases of limited social interaction;
- in cases of absence or significant limitation of joint attention;
- in cases of particularities in language and communication;
- in cases of repetitive behaviours;
- in cases of an unusually strong need for sameness;
- in cases of specific sensory responses;
- in cases of loss of acquired skills;
- when a parent, paediatrician or other specialist has concerns regarding development.
What does the psychological work involve?
A detailed developmental history, clinical observation and, where necessary, appropriate specialised assessment methods, with the results considered in the context of the child's overall functioning.
How does the first meeting proceed?
It usually involves a detailed conversation with the parents and observation of the child. Where necessary, the assessment continues over additional sessions.
Format and frequency
Format
With parent and child.
Duration and frequency
These are determined according to the clinical question and the required scope of the assessment.
Who conducts the consultations?
Psychologists with competence in early childhood development and the assessment of developmental disorders, working, where necessary, in collaboration with a child psychiatrist, paediatrician, speech and language therapist or other specialists.
Important
A single psychological consultation or an individual screening instrument is not sufficient for establishing a diagnosis of autism spectrum disorder. Where there are clinical grounds, a comprehensive specialised assessment is required.