Article by Ms Khona Dyantyi
Every child deserves the chance to arrive at school ready to learn, play and participate. For many South African children, that chance depends on whether a developmental delay is noticed early enough to act on.
The early years are a window of fast brain development and neuroplasticity. Children are most receptive to new skills during this time, and support offered now is often simpler, shorter and more effective than remedial help later. Yet many delays go unnoticed until a child struggles in Grade R or Grade 1, when the gap has widened and the child’s confidence has already suffered.
ECD centres and primary healthcare clinics are where most young children are seen regularly, which makes them ideal places for developmental screening. Practitioners who know what to look for can spot early signs: difficulty with grasp or pencil control, poor balance, trouble regulating emotions or sensory input, or limited participation in play. Screening is not diagnosis. It is a simple, timely step that flags children who need a closer look and links them to the right support.
This is where occupational therapists add value. OTs go beyond treating the child in isolation. They coach caregivers, support ECD practitioners to adapt routines and classrooms, and help children take part in the everyday occupations of early childhood. In a country with too few therapists, this task-sharing approach stretches limited resources to reach more children.
Early identification and early OT involvement are not a luxury. They are among the most practical ways to promote equity, inclusion and school readiness.
This World OT Day, we encourage ECD practitioners, caregivers and fellow therapists to ‘screen early, refer early and collaborate early’.
Last Updated on 27 October 2026 by HPCSA Corporate Affairs