Early Childhood Education is a key element for the growth and development of every country. This paper, provides a summary of reviewing the impact of early childhood special educational assessment on children to be "at risk" of developing special educational needs. It was identified mainly that early identification of at-risk factors for disabilities was ignored and there is minimal or no collaboration in the assessment procedures for learners. This has an adverse effect on the cognitive attainment and social or behavioural development on the child. The paper also discusses the identification of special educational needs; models/theories of teaching the early child; collaborators' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early year's settings.