Program | Practice | Policy
Developmental screenings and assessments are essential tools for ensuring young children enter kindergarten ready to thrive. The first five years of life are marked by rapid brain development, and early identification of developmental delays or concerns allows for timely intervention at a moment when children’s brains are most adaptable. Without screening, many children with developmental challenges may go unnoticed until they struggle in school, by which point interventions are more costly and less effective.
Screenings provide a systematic way to monitor growth across multiple developmental domains: cognitive, language, motor, social-emotional, and adaptive skills. They are typically conducted through standardized instruments such as the Ages and Stages Questionnaire (ASQ), the Modified Checklist for Autism in Toddlers (M-CHAT), or developmental milestone checklists. These screenings help distinguish between children who are developing on track and those who may need closer observation, referral, or targeted support.
Importantly, developmental screenings also benefit families by giving parents a clearer picture of their child’s progress. Parents often notice developmental concerns before professionals do, and screenings validate their observations, provide reassurance when development is on track, or open the door to resources when support is needed. Families who are informed and engaged in the screening process are more likely to follow through with recommended interventions, which increases the chances of positive outcomes.
The evidence is robust: research shows that children who receive early developmental screening and timely intervention demonstrate improved academic performance, social skills, and health outcomes. National organizations like the American Academy of Pediatrics and the CDC recommend standardized screenings at regular intervals, including 9 months, 18 months, and 30 months, as well as ongoing monitoring in early childhood settings. For kindergarten readiness, the stakes are high—unidentified delays in speech, motor skills, or social-emotional regulation can affect a child’s ability to learn, participate, and succeed.
In short, developmental screenings matter because they create a safety net. They ensure children don’t “fall through the cracks” and empower families and providers to act early, setting the foundation for lifelong learning and well-being.
Step 1: Build Awareness and Gain Consent. Begin by educating families about the purpose and benefits of developmental screenings. Materials should be available in multiple languages and delivered through trusted sources (pediatricians, teachers, family resource centers). Consent is always required, and families should be informed about the process and how results will be used.
Step 2: Train Providers. ECE educators, health professionals, and home visitors need training on standardized screening tools, observational assessment techniques, and culturally responsive practices. Training ensures screenings are conducted consistently and interpreted accurately.
Step 3: Conduct Screenings. Screenings can take place in multiple settings such as during well-child pediatric visits, at child care centers, in pre-K programs, or through community events. Using multiple access points increases reach and equity. Frequency may include entry into a program, milestone ages, and as concerns arise.
Step 4: Share Results Collaboratively. Results should always be discussed with parents, highlighting both strengths and areas of concern. Providers should emphasize that a positive screen is not a diagnosis, but rather a prompt for further evaluation if needed.
Step 5: Connect Families to Services. When concerns are identified, referrals are made to pediatricians, early intervention programs, or specialized developmental services. Collaboration with community partners is critical. School districts, Part C early intervention agencies, and local nonprofits often can provide the needed supports.
Step 6: Monitor and Follow Up. Screening is not a one-time event. Providers should track progress over time, communicate regularly with families, and ensure interventions are working. Observational assessments and progress monitoring tools help reinforce continuity.
To implement developmental screenings and assessments effectively, communities need:
The most important resource is alignment—screenings only work if paired with interventions, and interventions only work if families are supported to access and sustain them.
Track both early signals and long-term outcomes.
Access to and participation in high-quality early care and education (ECE) is a critical leading indicator of kindergarten readiness. Research in the United States shows that ECE participation supports the development of foundational skills in literacy, numeracy, self-regulation, and social interaction. In Kentucky, 2023 data confirm this connection, children enrolled in state-funded preschool or Head Start were more likely to be rated as “ready” for kindergarten on the state’s readiness screener compared to their peers who did not attend formal ECE programs.
To measure access and participation, Kentucky tracks the number and percentage of eligible children enrolled in three key programs: state-funded preschool, Head Start, and the Child Care Assistance Program (CCAP). These metrics capture both reach (how many children are served) and equity (how participation compares to the eligible population at state and local levels). Additionally, the average per-child cost of quality ECE, calculated at 160% of the federal poverty level, provides context for affordability, a major factor influencing access.
Monitoring these indicators helps policymakers, educators, and advocates identify gaps in enrollment, address barriers for underserved families, and target investments to ensure all Kentucky children can benefit from high-quality early learning experiences that set the stage for future success.
Quality in early care and education (ECE) is a leading indicator of kindergarten readiness because children benefit most when their early learning experiences go beyond basic health and safety to provide rich, developmentally appropriate instruction and support. High-quality ECE fosters stronger cognitive, social-emotional, and language skills, which are critical for school success.
Quality encompasses multiple dimensions, including nurturing educator-child relationships, evidence-based curricula, and well-prepared, professionally supported educators. In Kentucky, the KY ALL STARS Quality Rating and Improvement System evaluates these dimensions across four domains: classroom and instructional quality, staff qualifications and professional development, family and community engagement, and administrative and leadership practices. Higher ratings reflect alignment with Kentucky’s Early Childhood Standards, strong family partnerships, continuous improvement systems, and robust educator supports.
In 2023, fewer than half of Kentucky’s licensed and regulated ECE providers were rated high-quality (3 stars or higher), with a statewide average of 2.7 stars. Indicators used to track quality include the percentage of high-quality providers, the share of communities with average ratings of 3 or better, the proportion of early childhood slots in high-quality settings, staff-to-child ratios, and health and wellness referrals. Improving these metrics strengthens early learning environments and better equips children for success in kindergarten and beyond.
Third grade proficiency in reading and math is a critical lagging indicator for kindergarten readiness, reflecting the long-term impact of early learning experiences on academic achievement. Students who enter kindergarten ready to learn are significantly more likely to reach proficiency or higher on third grade state assessments. In Kentucky, data from the Brigance Kindergarten Screener shows a strong correlation: children rated as “ready” or “ready with enrichments” in kindergarten consistently outperform their peers in third grade reading and math, while those not ready are more likely to score at the novice or apprentice levels.
This relationship matters because third grade marks a pivotal shift from “learning to read” to “reading to learn,” a transition that affects success across all subjects. Proficiency at this stage predicts future academic achievement, including middle and high school performance, graduation rates, and postsecondary readiness. Conversely, children who are not proficient by third grade face increased risks of grade retention, remedial coursework, and lower educational attainment.
As a lagging indicator, third grade proficiency captures the cumulative effects of children’s early environments, access to quality early care and education, and kindergarten readiness. It is an essential measure for evaluating the effectiveness of early childhood investments and identifying where supports are needed.
