Early Childhood Intervention Analysis

MAIN BODY

Early Intervention often characterised as intervening to assist children who have developmental delays to achieve positive outcomes, (Odom, Teferra, & Kaul, 2004; Talay-Ongan, 2001). It provides opportunities to assist with a range of development areas may lead to an increase in school readiness (Ramey & Ramey, 2004). Such interventions were built from the identification of children with developmental problems and disabilities that may be detrimental to their learning as well as promoting the necessary settings for a child’s healthy progress in all learning areas. It will guide the essential recommendations or plans suitably designed for the child. It incorporates a number of services such as health care, education and social service

In addition, some children who may not have been identified in their early years may be needing support or intervention in their later years of childhood. ECI is indeed important yet some research also shows gaps and issues in carrying it out (Sukkar, 2013; Scherzer, et al, 2012). Further improvement of the program is beneficial.

FAMILY

Early Childhood Intervention is important to parents as it is important to the development of children. EI activities involving a child’s parents are vital to avoiding long-term unfavorable outcomes in children and promote ideal trajectories in children (Zand et al, 2015). Mothers with precise understanding of her child’s development offer more positive responsiveness and motivation. (Rickard, Graziano, & Forehand, 1984). Parental involvement in intervention was studied by Kellar-Genther, et al (2013) with 92 families from Denver, Colorado, USA who had received at least one early intervention service within the previous six months. Interview survey were adapted after items on NEILS (National Early Intervention Longitudinal Study). They suggest that

Parents entrusts their children to the teachers and staff. With children that have disabilities, educators may provide practical tools that can support developmental practices. Teachers give the best participation in the inclusion setting of the child and to work with and support the family members of the child. Additional conclusion in the case study of Kruse (2012) which has been presented earlier, identifying and encouraging parents to fulfill their roles is a help that can be extended by teachers and staff in early childhood education. Staff should be aware of the resources available to parents that can assist them in support for their child across their family’s life course. In the same way, additional support for the teachers should also not to be overlooked. Successful implementation of inclusive education, the key responsibility lies with classroom teachers. Teachers should be equipped with knowledge regarding the totality of the intervention program. In a case study of Minniss, et al (2013), 10 participants from each of the 4 centres selected which is composed of early childhood directors and staffs. In one of the results, the importance in partnership between the health promotion team and early childhood centre staff. The formed relationship between them increases the staff’s awareness of health promoting views and practices. This growing awareness among staff