Standardized psychological assessment provides a precise yet limited view of the neuropsychological status of preschool toddlers, whose brain functioning is only beginning to develop localized functioning. Yet, referrals for preschool evaluation of these early-age children often request a wide variety of information about brain-behavior relationships, i.e., cognition, attention, object permanence-memory, pre-language and language skills, visual-spatial perception, executive functioning as well as pre-academic skills. A play-based model of assessment provides a promising method of assessing the neuropsychological status of toddlers referred for preschool evaluation of their special needs.