Parents’ Priorities in Choosing Support Options for Preschool-Aged Children

Parents’ priorities significantly influence decisions regarding their children’s support, reflecting parental attitudes, knowledge, and experiences. This research aimed to identify parents’ priorities when choosing professional support for their children, examine the link between these priorities and children’s current abilities, and examine which developmental domains children receive professional support and whether these domains align with parental priorities. The sample consisted of 82 parents of children aged three to six years, divided into two groups: 41 parents of children with developmental disabilities and 41 parents of children without. All participants completed a Treatment Priorities Questionnaire (TP). The results showed that parents of children with developmental disabilities prioritize Communication skills, Social relationships, and Pre-Academic skills. In contrast, parents of children without developmental disabilities focus on Self-Care and Pre-Academic skills. These priorities often relate to the child’s areas in need of improvement. While children with developmental disabilities receive appropriate support, those without often do not receive support in the areas their parents prioritize. This highlights the need for parents to also recognize and build on their child’s strengths, creating a more balanced approach to their development.