Play, School & Kindergarten Readiness · Preschool and school age
Why can my child do it at home but not at school?
A skill is not fully available just because it appears once in one setting. School changes the noise, language, pace, social expectations, materials, cues, and amount of independence required.
Why this task is more layered than it looks
A visible outcome is built from several smaller demands. These are useful places to look—not a list of diagnoses:
- Generalization across settings
- Sensory load
- Language and memory demands
- Initiation and help-seeking
What to notice first
Choose a calm, familiar version of the task. Change as little as possible and notice:
- What support happens naturally at home?
- At what exact school moment does performance change?
- Is the skill easier one-to-one than in a group?
Compare the task conditions rather than the outcomes. Identify one support present at home—such as a visual model, quieter space, or first-step cue—and test whether it helps at school.
Grade the task from the child’s response
Make it easier: Match one helpful home condition while keeping the school goal the same.
Build from success: Fade one support or vary one setting after the skill becomes consistent.
The goal is not to force completion. It is to find the level where the child can participate, learn, and begin using a strategy that supports greater independence.