Early detection of children with special needs and children with risk factors represents the initial step of early intervention, as it enables the timely recognition of developmental deviations and the planning of appropriate support for the child and family. In addition to healthcare institutions, kindergartens play an important role in this process, as they provide professionals with opportunities to observe children’s development and behaviour within their everyday environment. Effective early detection relies on systematic observation, collaboration among professionals, parents, and external institutions, as well as appropriate assessment tools and clearly defined procedures. Despite the established early intervention system, the field of early detection of children with special needs and risk factors in Slovenian kindergartens remains insufficiently researched.
The aim of this Master’s thesis was therefore to examine the process of early detection of children with special needs and risk factors in Slovenian kindergartens from the perspective of early intervention teachers. The study explored their role in early detection, the organisation of procedures at the kindergarten level, the methods and tools used, early intervention teachers’ self-assessed competence, and the challenges and needs they encounter in practice. A combination of quantitative and qualitative research approaches was used. The sample included 108 early intervention teachers who completed an online questionnaire and 9 early intervention teachers who participated in three focus groups.
The results show that early intervention teachers do not perceive early detection as a central professional task. In most kindergartens, early detection is carried out through established practices that are often not formalised in written protocols. It is primarily based on systematic observation of the child, collaboration with parents and professionals, and referrals to external institutions for further assessment. Assessment tools are mostly informal, while standardised screening instruments are used less frequently. Early intervention teachers assess their competence for early detection as relatively high, with the highest perceived competence in the area of speech and language development and the lowest in identifying risk factors. Statistical analyses did not reveal significant differences in early detection practices across cohesion regions or years of professional experience. They face systemic, professional, and relational challenges in the early detection process. The findings highlight the need for clearer professional guidelines, additional professional training, more accessible assessment tools, and systematic interdisciplinary collaboration, while also providing an important insight into the current state of early detection of children with special needs and risk factors in Slovenian kindergartens and contributing to the further development of early intervention practice and systems.
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