Early Childhood Intervention

We are all born with different skills, strengths and weaknesses, but wouldn’t it be appreciated if we had assistance with those weaknesses early in life? A child’s early years are just as important as the later ones, if not more. They allow for a chance to make those initial discoveries within the world around us, create primary social relationships and get a feel for the world around us.

Some children are able to hit all necessary milestones with ease, while others tend to struggle. Early intervention in education and other cognitive areas can help children meet a more fulfilled life. In the late 1980’s, a testimony was given before the Senate Committee on Labor and Human Resources and the House Committee on Education and Labor. David Hamburg,

Bruder (2010) discusses an in depth definition of early intervention, where it’s importance is apparent: “Early childhood intervention is defined as the experiences and opportunities afforded infants and toddlers (and preschoolers) with disabilities by the children’s parents and other primary caregivers (including service providers) that are intended to promote the children’s acquisition and use of behavioral competencies to shape and influence their prosocial interactions with people and objects” (Bruder, 2010). This is a different type of special education, as it is geared towards the active nature of these young children (Ramey & Ramey, 1998). This involves the services be incorporated into the child’s typical routine, rather than isolated sessions (Bruder, 2010). The earlier a child is assessed for a developmental delay or disability, the more likely they are of living a more successful life. This is because of the skills necessary for them to compensate for their disability will be built into their life’s foundation, making the special education services more beneficial versus learning these skills at an older age. A survey done in the year 1994 discovered that over 300,000 people, under the age of 21, had an IQ below 70. This would cause them to be considered mentally disabled. This number of people

They are constantly learning within their own homes through the people that are surrounding them, especially at an impressionable age. It is necessary for families to be actively involved within their child’s services. An infant will receive less than 20% of their time in services and a child in preschool will be able to receive about 30%. This is far less time than children with delays or disabilities need in services. This is why it is important for families to take the time to be involved within their child’s special education services. Families should be able to implement the same kind of support for their child as the trained professional would, in order for the child to reach their goals. This is not just positive for the child, but for the parent as well. Bruder (2010) states that parent involvement increases parenting confidence, providing a healthier family functioning (Bruder,