Early intervention for children who may have a developmental issue is important and can be extremely helpful.
But, in my opinion, too often the teachers or counselors are too quick to pounce on a diagnosis and to “treat” something as a problem that isn’t a problem at all and will work itself out in time.
We are all on our own individual timetables and much of childhood development can’t –and shouldn’t–be forced. Vigilence is constructive as long as it doesn’t become hyper-vigilance and over-diagnosis.
One of my favorite stories that led me to this attitude involved my son Johnny who while in Kindergarten had awful handwriting (which he got honest from his mom and me).
A meddlesome counselor spent 30 min “assessing” Johnny when he was in class and playing with toy dinosaurs. She asked Johnny a bunch of personal questions while pretending to talk to him about dinosaurs.
Johnny came home that day and told us about the conversation and said he was concerned about the counselor because she “Didn’t seem very smart” and “didn’t know much of anything about dinosaurs or history.”
Johnny’s penmanship is now only slightly better than his mom’s and mine. And that’s fine. He made all A’s last semester in college. But I bet that counselor still hasn’t learned a thing about dinosaurs or history since Johnny assessed her.