Twins and developmental delay: what the latest research means for the ECEC sector

New research highlighted by ScienceAlert reinforces that twins are more likely to experience early developmental delays, providing a timely reminder for early childhood education and care (ECEC) services to prioritise individualised support and early identification.

The findings confirm a long-observed pattern in early childhood development, with twins more likely than single-born children to experience delays in the early years. While not a new concept, the research strengthens the evidence base and highlights the importance of responsive pedagogy and strong partnerships with families.

The study examined developmental outcomes across a large cohort of twins and single-born children, identifying higher rates of delay among twins in areas including:

• language development
• fine and gross motor skills
• social and emotional development
• early cognitive milestones

Importantly, these delays are typically mild and often temporary, with many twins catching up over time.

The research reflects several well-established contributors to early developmental variation in twins:

• Prematurity and low birth weight
  Twins are more likely to be born early or at lower birth weights, both of which can influence early development.
• Shared attention in the early years
  Caregiver attention is naturally divided, which may impact one-to-one interaction and language exposure.
• Twin-specific communication patterns
  Some twins develop shared communication styles, which can delay expressive language with adults.
• Early health and environmental factors
  Shared prenatal environments and early health challenges can contribute to developmental variability.

These factors reflect developmental context rather than deficit.

For educators and centre managers, the findings reinforce the importance of individualised observation, planning and assessment.

Key practice considerations include:

• providing rich, intentional language experiences
• observing and documenting each child individually
• supporting both shared and independent learning experiences
• maintaining regular communication with families
• responding early where developmental concerns emerge

These approaches align with the National Quality Framework, particularly Quality Area 1 Educational program and practice and Quality Area 6 Collaborative partnerships with families and communities.

Families of twins may experience increased demands, including divided attention, fatigue and logistical complexity.

ECEC services can support families through:

• consistent, strengths-based communication
• sharing observations and developmental insights
• offering practical strategies to support learning at home
• collaborating with external professionals where required

Strong partnerships help ensure consistency between home and service environments.

The research also has implications for service leadership and governance.

Approved providers and centre managers may consider:

• ensuring staffing arrangements support individual engagement
• embedding individualised planning within curriculum decision-making
• strengthening professional learning on developmental variability
• maintaining clear documentation to support assessment and rating

These practices contribute to consistent, high-quality outcomes across services.

A key takeaway from the research is that developmental delays in twins are common and often resolve over time.

For the ECEC sector, this reinforces that:

• development is not linear
• variation is expected in early childhood
• early learning environments play a critical role in supporting progress

By understanding the unique developmental pathways of twins, educators can respond with informed, responsive practice that supports each child’s learning and wellbeing.

Read the full ScienceAlert report here.