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Families as partners in early childhood
Essay on early intervention services
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The purpose of this article is to find ways to improve early intervention services. With family being the strongest factor in the development of young children the law requires that early intervention services and assessment be family directed. The information gathered from this article highlights the uniqueness of all families and reminds professionals to respect and honor family diversity. An early intervention provider should always strive to listen carefully and communicate in a nonjudgmental way. “Observations should lead to constructive suggestion” (p.22).
Sometimes families may need help interpreting medical information in order to take care of their child’s medical needs. One mistake that professional sometimes me is assuming that
This case study will examine Klara’s biosocial, cognitive, and psychosocial development. The Desired Results Development Profile (DRDP) was utilized to observe Klara’s development. A DRDP is an established tool used to advance the quality of early care and educational programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of, “exploring,” “developing,” “building,” and, “integrating.”
Children who participate in quality early learning programs tend to be more successful later in school. They are also most socially and emotionally competent. In addition those children show higher verbal and intellectual development during early childhood than children who do not participate in early learning programs (A Parent’s Guide to Choosing Quality Child Care). In order for a child care center to be a quality center they must have an educated staff, a program accreditation, and good health and safety practices. Parents choose high quality child care for many reasons. These programs prepare children for school in which they gain intellectual and social skills. Also the programs are a good opportunity for children because they receive age-appropriate learning materials and activities to let the children learn and grow.
...lighted this feature because I value respect and feel that a very important aspect of working with children is engaging their families which invites opportunity for respect to be demonstrated. Dietze & Kashin (2012) explain the importance of engaging families when they state “Including the input of others is essential in a reflective practice and families have a right to be included” (p.411). In one of my placements I saw the positive impact that including a parent had on a young boy when his mother came in to read a story to the. The boy’s self-esteem seemed to increase and could be seen in the way that he beamed the whole time she was there. This experience highlighted to me the importance of family involvement in an early childhood program. These three highlighted statements all reflect values that are important to me and which are important parts of my practice.
Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...
Decades of research proves partnerships between schools and families not only enhance children’s learning and achievement, it is also mutually beneficial to the families and educators. As an early childhood educator, my philosophy is rooted in establishing and maintaining a strong and effective partnership with families and communities that can help children and their families thrive. My approach focuses on effective communication between family and school, respect for diversity, and promoting learning at home.
focus on early intervention this helps keeping children safe. As a Family worker, I have used these models for families as a family support strategy that aims to empower parents through enhancing their skills, knowledge and confidence. This approach prevents severe emotional, behavioral and developmental issues to children. This skill is transferable to social work because in order to support clients well being, safety, and that of others, it is important to address challenging behaviors when they first arise. (Leung, C. et., al. (2003). Knowledge and skills that I bring with me to navigate the social work profession is helping individuals and groups to understand their potential. Change cannot be effected until the individual identifies a need
Parent Education in Early Intervention: A Call for a Renewed Focus Topics in Early Childhood Special Education Fall 1999 19: 131-140,
Segal, M, Bardige, B, Woika, M, & Leinfelder, J. (2006). All about child care and early
In past few years, there are many countries that developed different programs and plans for intervention in child abuse and neglect. But, some of them fail to reach the goal. When there is contact with family or client, at this moment this is intervention. Effective prevention and early intervention services can make a difference when provided at the right time. Intervention is all about time, matter of weeks. In fact, at this critical period you can achieve a progress that is not even equivalent up to 3 years of case treatment and management. Intervention methods are just putting a bandage on the issue of child abuse and neglect (Mathieson, Reynolds, & Topizes, 2009).
intervention. Families in Society. Vol. 88, pg. 42. Proquest Direct database. Retrieved February 25, 2015.
Relationships are very powerful, and our connections with each other are our foundation for positive development, learning, and change. In order for a community, school, and/or neighbors to achieve shared goals, caring and sturdy relationships between people and families must be formed based on understanding, respect, and trust. Neighbors form their own unique community in a small geographic area within larger communities, and neighborhoods can include families of many different cultures. For purposes of this paper, since I am not an educator, while including the positive influence of the National Association for the Education of Young Children (NAEYC) to early childhood education, this author’s particular focus will be on a strategic and effective approach to communication, which, in turn, promotes positive development and learning.
Families described two primary characteristics that they desired in professionals: competence in knowledgebase and skills, and ability to cultivate a relationship. When queried about systems, they wanted effective and accessible services. The Joint Committee on Infant Hearing (2013) reflects these priorities in its listing of knowledge and skills of early intervention providers, with family-professional partnerships, decision-making and family support identified components of family-centered
According to the Robert Wood Johnson Foundation (RWJF), there are five current health policies that need to be addressed. This area of the paper will focus on one of the five health policies called “Can Early Childhood Interventions Improve Health and Well-Being?”. This policy focuses on improving the U.S. educational and social experiences during early childhood because studies show that children with early education have healthier outcomes. According to RWJF, “investing in improving children’s development at the beginning of life is a crucial component of any effective strategy for realizing the health potential of all Americans” ( Braveman, Egerter, Arena, & Aslam, 2014). This issue is further supported by research conducted by Landry; Swank; Smith; Assel and Gunnewig (2006), which indicates early literacy beginning at age 3 allows children to better develop cognitive and social skills for a more positive future such as more adolescents wanting to complete college prepared professional careers. In order for the U.S. to improve the overall health of children, changes need to be implemented such as more emphasis on early childhood programs (Landry et al., 2006). The benefits of early childhood programs are they serve as a foundation for children to learn social skills, develop cognitive readiness, have counseling support and other community resources which may not be easily available to children not involved in early childhood programs (Hillemeier, Morgan, Farkas & Maczuga, 2013). In order to have early childhood programs, financial assistance needs to be
Several studies of early intervention programs have found long-term positive effects on children’s cognitive development and academic achievement that last until the third or fourth grade, and even longer into adolescence and adulthood for broader indicators of school success, such as retention in grade, special education placement, total years of education, and intellectual functioning.9-15 These early intervention programs were generally high quality, very intensive, model demonstration programs, and while these studies clearly show lasting positive effects of providing such programs in the preschool years, they do not reflect the typical experiences of most children in child care. A second area of research has examined the effects of the typical community child care programs utilized by families, which may vary widely in the quality of experiences provided. More specifically, substantial research literature has developed over the past two decades examining the effects of preschool child care quality on children’s cognitive, social, and emotional development. Research studies have included child care programs selected from those existing within the local communities sampled, as opposed to the model demonstration programs included in
“Family involvement and engagement should be built into early childhood program curriculum and pedagogy. Early childhood educators can complement and influences home environments and families”. (C. Gestwicki, J. Ber...