In the preschool years, some children may be identified as having developmental disabilities related to language, cognition, or fine motor skills. They may be eligible for speech-language therapy, occupational therapy, or special education within the school system. Some preschoolers may exhibit hyperactivity, impulsivity, and inattentive behavior justifying their eligibility for educational, behavioral, and pharmacologic interventions related to ADHD.
Some children may be indiscriminately friendly, and thus require education about appropriate social boundaries to both improve their social skills and for their own safety. Difficulty with emotional-behavioral regulation may manifest as tantrums that require appropriate emotional-behavioral and environmental supports.