Author: Natasha Boskic

Categories
1.2 What is EI: The Nature/Nurture Debate

Risk and Opportunity

In this course, when we refer to “risk,” we are talking about the wide variety of conditions and factors that work against healthy development in children. Early intervention specialists[1] talk about “established” and “suspected” risks. Examples of “established” or known and diagnosed conditions include biological factors, e.g., genetic conditions or illnesses.  Examples of “suspected” risk factors include environmental risk factors, e.g., toxic agents or poverty. These factors exist on a continuum. They are related to each other in a very complex way.

Risk is part of our daily lives. And yet, risks and opportunities go hand in hand. This can be seen in children with developmental delays, as well as for those who are at risk for disabilities.

It’s true that children with disabilities may have disadvantages compared with other children. But, the actions of parents and early childhood interventionists may help reduce the effects of the risk factors to which children were exposed. We see benefits in early diagnoses for children with moderate to severe conditions, and for those with subtle neurological differences.

[1] References:
Spiker, D., Hebbeler, K., & Mallik, S. (2005). Developing and implementing early intervention programs for children with established disabilities. In M.J. Guralnick (Ed.), A developmental systems approach to early intervention: National and international perspectives, (pp.305-351). Baltimore: Paul H. Brookes.

 

Categories
1.2 What is EI: Family Adaptation

Overview of Family Adaptation

Just as different cultures experience disability in different ways, so do families. In some families there are a variety of stresses that come with having a child with a disability. In this section we present some of the family factors and dynamics that relate to this topic.

Most children with disabilities grow up within loving families. They share the joys and sorrows of family life with their parents, brothers, sisters.  While most children with disabilities live with their families, some children may be in foster homes or in hospital for a variety of reasons; e.g., some require specialized medical treatments; others live in places with little or no support for families.

How parents feel about having a child with disabilities may have an impact on how well they cope and adapt to everyday living with their child. This is because having a child with a disability is usually an unexpected event! How families adjust to disability vary. Sometimes it depends on the timing―when they found out about their child’s condition. It can also depend on whether or not a family has previous experiences with disability within their community. Both are important factors.

Families who have children with disabilities also have additional stressors in their life compared to other families. These include additional financial costs, and, at the same time, fewer opportunities for full-time work, resulting in lower family income. Approximately 29% of children with disabilities in North America live in households that are between the lower-middle and lowest income ranges (Hanvey, 2002)1.  Work can be stressful for parents because they often require time off due to  taking a child  to medical appointments or having to stay at home to take care of their more fragile child.

Recent research has indicated that often it’s not the child’s particular issue that causes stress (see full Glossary) for the family, but is instead dealing with systems to get services and support for the child that is incredibly stressful for families. At the same time, families are trying to provide the best for their child, including  a strong sense of community, a feeling of belonging, and having faith affiliation. In contrast, a higher proportion of risk factors make it more difficult for both these children and their families to cope.

1. see Reference
Categories
1.2 What is EI: The Nature/Nurture Debate

Internal or External: The nature/nurture debate

For a long time, researchers and professionals have debated what affects the development of a child more: the child’s biological characteristics or the environment in which they live. This is known as “the nature/nurture debate.”

Although we may not be able to alter what biology (nature) has given us (as we all come into the world with inherited characteristics), we can alter the environment (nurture) in which we live. The environment plays a significant role in infant mental health and on the social and emotional development of children.

Example: The way a baby is cared for, and how well they are able to bond with their primary caregiver, will have an impact on their development and on the kind of person every infant and child will become1

Beyond “nature” or biology, and “nurture” or environment, what we really need to pay attention to in early child development is the relationship between the infant and their primary caregiver. This refers to how well the caregiver can read the infant’s cues, like smiling or crying, and how they respond to them.

Example: A caregiver who tries to play with a tired baby and reads the baby’s mood cues will postpone the play session to a time when the infant in interested in play. The caregiver’s response will greatly influence how comfortable and safe this infant will be in his or her presence.
When infants and young children feel safe and secure, they are more likely to explore and learn from their environment. These babies have learned to trust. This is what researchers have described as babies with secure attachment2 with their caregivers. Secure attachment is more likely to develop when the caregiver can place the infant’s needs ahead of their own.

Example: When an infant cries in the middle of the night, a responsive parent will try to comfort the infant. As hard as this is, especially for a tired parent, responding to the baby’s cry will ensure that the baby learns their caregiver is there for him or her.

1. See Dr Allan Scoufe’s publications at: http://www.cehd.umn.edu/ICD/research/Parent-Child/default.html
 2. see References
Categories
1.2 What is EI: The Nature/Nurture Debate

The Ecological and Transactional Models of Development

(or How Urie Bronfenbrenner meets Arnold Sameroff)

Objectives:  The next two models will show how looking at the developing child through a model system helps us gain awareness and new perspectives, organize our ideas, guide our  practices, and evaluate intervention techniques

Bronfenbrenner’s Ecological Model

Those who study children try to understand what factors influence their development within a system (Fig. 1) that includes the children’s families.

Two models that will be used in this course are Bronfenbrenner’s ecological model and Sameroff’s transactional model. Both view the child as existing within an intricate system of variables, all of which could have an effect on their development.

Figure 1 shows the solar system where the planets, stars and satellites are all connected, just like in a family system.

Urie Bronfenbrenner’s ecological model:

The ecological model (Fig. 1) outlines how the environment influences child development. It’s divided into a number of “systems” that describe different aspects of an environment. They are:

 

Fig. 1: The ecological model

 

Micro System: the child and what they bring to the world with them. This includes temperament and any conditions they may have.

Meso System: the immediate setting in which the child lives, such as the nuclear family.

Exo System: the environment in which the child lives. This includes the school the child attends, the community and neighborhood in which the child lives, and the occupation of the child’s parent.

Macro System: the general society in which the child lives. This includes the broader culture as well as the government and any regulations and policies it has, which may affect the developing child.

Chrono System (Fig.2): this includes any transitions in the child’s life that may impact their development.

Fig. 2: Chronosystem

Arnold Sameroff’s Transactional Model1

Arnold Sameroff proposed the “Transactional Model of Development”2 in the 1970’s. He believed that both nature and nurture are constantly being changed by their interaction with one another. This means, developmental outcomes are a function of neither the individual nor the context alone, but both (Fig 3.).

transaction
Fig. 3: This picture illustrates  the transaction that happens between nature (plant) and nurture (person caring for plant)

 

The transactional model looks at development as a result of a complex interplay between the child and their natural personality and traits, as well as family experiences and economic, social and community resources.

The transactional models also look at “proximal influences” and “distal influences”. Proximal influences are the factors that influence the child closely. Interactions with the parent and family are examples for proximal influences. Distal influences are those affecting the child less directly, for example, the family income and the type of community.  Infants and young children spend more time with their parents and caregivers; this is why they are more dependent on their “proximal influences.” Older children would tend to be more influenced from distal factors including their school and community.

At the same time, distal factors do impact parents/caregivers in ways that may affect their ability to provide for their child. Sometimes negative factors, such as family unemployment, may result on additional risks to the development of a child. Risks are not measured one by one, in terms of how negative the outcomes could be, but in their combined effect on a child’s development.

Sameroff uses the following terms to illustrate his model (Fig. 4):

model illustration
Fig. 4: This image shows that certain genes (genotype) work together in the make-up of an insect (phenotype)

 

Genotype (see full Glossary) – related to the child’s genes; for example, eye colour or dimple on cheeks;
Phenotype (see full Glossary) – how the child looks; for example, child’s height and weight;
Environtype (see full Glossary) – related to child’s own family and culture (Fig. 5).

environtype
Fig. 5: This image shows a child behaving in different ways in two different environments
1. see References
2. see References
Categories
1.2 What is EI: Effects of Culture and Family

Culture and Family

We know children with disabilities living in Canada come from a variety of cultural, ethnic and faith backgrounds.

But we do not know specific numbers on disability and race or cultural origin in Canada.

  • In this course, the term culture includes oral or written traditions (see full Glossary), the language, and the religious beliefs (see full Glossary) and practices (see full Glossary) in each family.
  • Cultural differences include values about independence or interdependence; how adults and children interact ; what the family expects in terms of their child’s development; and, the cultural values (see full Glossary) and beliefs about disability.

It’s important to be sensitive to cultural differences for families and children with disabilities.

Family culture

Some family cultures view disability as a reflection of their family status. They may place a high value on keeping their reputation intact within their community and they may not access services or information. Providing services that are culturally sensitive is one way to reach these families. Culturally sensitive practices include listening to –and finding out and learning about– family values, beliefs, their language and cultural traditions.

Other family cultures may value interdependence, and live within a large extended family network. This means that any decisions about the child’s care must be made with grandparents or other family members as well as the child’s parents.  There are many hands to help take care of the child.

Language:

In some cultures, the words for some disabilities or medical procedures may be very difficult to translate.

Canada is a culturally diverse country and there are more services  and more information available for families in variety of languages and cultures.

It’s important not to stereotype because a person’s  beliefs and response to having a child with a disability may be related to their culture.

The interplay between the systems that impact a family are varied. Urie Bronfenbrenner described child development happening within an ecological model (Fig. 1) that includes influences from the individual child characteristics; the family characteristics; the extended family, social systems and school systems, among others.

Ecological model

Fig. 1: This figure illustrates an ecological model that includes the values and beliefs that influence the child, family, community and larger society
Categories
1.2 What is EI: Short and Long Term Benefits

Short Term and Long Term Benefits of Early Intervention

Current research on early childhood intervention has documented the many short- and long-term effects and benefits of early intervention for both children and families.

Short term benefits usually refer to immediate benefits of early intervention, or those seen within a few years of receiving intervention services.

Example: At age 18 months, Joey had very limited vocabulary. His parents worked with an early intervention consultant who recommended the Hanen Language Program. This program worked for Joey’s parents, with the early intervention consultant because it showed them how to follow Joey’s lead and to help him imitate sounds and words. When Joey’s parents learned that Joey had a severe delay in his language, they found out about the possible benefits of signing or using American Sign Language.

Long term benefits usually refer to benefits that may not be seen until the child is an adolescent or even an adult.

Example: Kelly received early intervention services since she was one year old because her parents were concerned that she was not meeting the developmental milestones at the time (for example, standing, crawling, or talking her first words). Kelly’s program included physiotherapy to help her walk, speech therapy to help her with language development, and placement in a preschool where she received one to one attention for pre-reading and writing skills. By age 15, Kelly could go from one place to another in her community as her peers did. For example, she learned how to take a bus, by herself, from one location to another, thanks to learning to rely on herself,  to read bus and street signs, as well as to communicate with adults when needed.

Immediate benefits:

  • a family learns to cope with having a child with special needs;
  • children learn the skills they will need in order to succeed in preschool;
  • children learn the skills they need in order to interact in socially acceptable ways with their peers;
  • interventionists may be able to prevent certain conditions or disorders from getting worse.

Long-term benefits:

  • children learn the skills they will need in order to succeed in school;
  • children may need less intervention services, once in school;
  • some children may not need any intervention services, once in school;
  • older children are more likely to stay in school and less likely to drop out;
  • older children are less likely to get in trouble with the law.
Categories
1.2 What is EI: Short and Long Term Benefits

Diverse Populations

Children served by early intervention specialists form a very diverse population because every family is unique. At the same time, every family is unique and what could work for one family may not necessarily work for another. This is why, regardless of the known benefits of early childhood intervention, no blanket statements apply to  short- and long-term effects for children and their families.

What has been identified as something that “ works” in early intervention is service provided within a family-centred approach (see full Glossary), where family needs are taken into account. Parents report the immediate and long-term positive effects of family-centred early intervention in their developing child.

Categories
1.1. RATIONALE, GOALS AND OBJECTIVES

Rationale, Goals and Objectives for the Course

Rationale for the Course

Parents and service providers need all the tools they can get to learn about supporting a child with a developmental condition. A free online learning modules in early childhood intervention is useful because the more information is available, the more empowered and able parents and caregivers will be to advocate for children and support their needs. A course such as the one you will find here also provides a starting point for other, more comprehensive early childhood intervention programs in the future.

Goals and Objectives of the Course

You will learn about:

  • biological/genetic factors
  • social factors
  • environmental factors
  • the continuum of special needs, from mild conditions to severe and multiple disorders;
  • what are programs and resources that support the child in having a successful entry into early childhood group programs and elementary school;
    • methods of intervention that are geared toward improving the development of the child;
    • the professionals involved in early childhood intervention
  • reference to reliable online information, in order to help parents and service providers to  tell the difference between reliable and unreliable information on the web;
    • how to access the wide range of online and print resources available; and,
  • description of proved traditional therapeutic techniques and mention of other techniques that require additional study because they may be controversial in terms of their therapeutic value.
  • These online learning resources will help parents and professionals understand, especially in the areas of social/emotional and mental health, but also in the areas of physical, cognitive and speech and  language development:
  • that all aspects of childhood development relate to one another. For example, a child with language delays may also experience cognitive and social delays, which in turn may impact their emotional development;
  • how changes in the child’s environment can help lessen the impact of a condition for both the child and parents;
  • that finding out about the child’s developmental concerns early helps parents better understand their child. This, in turn, may help parents to:
  • learn how to avoid negative interactions between themselves and their child
  • enjoy their child, and,
  • manage their child’s condition.
  • how intervention can improve some areas of development, especially in the areas of social, emotional and mental health;
  • that successful intervention aims at helping the child reach their own maximum potential, as opposed to fixing or curing a condition or disorder;
  • Points to keep in mind through the course include the following:
  1. Understand that the child is a whole person, and not just the sum of different developmental categories;
  2. Child development does not occur in a vacuum. The combination of both environmental and genetic factors has an impact on the development of each child.

If we understand these basic tenets of child development, we can then gain true insight into a child’s world.

Categories
1.2 What is EI: Importance and Necessity of Early Intervention

Importance and Necessity of Early Intervention

  • Early childhood intervention (ECI) is not a luxury, it’s a necessity. More than 40 years of research1 have shown that without early intervention, young children with special needs and those who are at risk for developmental delays would be at a serious disadvantage.

o   Recent studies on the development of the brain, show that learning occurs at its fastest during the early childhood years. For children who are at risk for developmental delays, the earlier intervention starts, the better the outcome for the child.

  • When quality early intervention is implemented, success rates are higher. A number of children may only need these services until their early preschool years. Other children may continue to receive help during their school years. Still, these children are more likely to succeed because of their earlier intervention experiences. Their success also translates to lower costs to society as children grow older and become contributing members of their society.
  • At individual and family levels, quality ECI services have a very positive effect on the quality of life of young children and their families. Early childhood intervention also involves helping school and preschool personnel accommodate children with special needs in their classrooms.
  • At the community level, ECI involves helping society understand the needs of children with special needs and their families. Without it, many young children with special needs experience serious exclusion in the communities in which they live. For example,
    • programs may lack special equipment for children with physical disabilities;
    • personnel may not have specialized training to support children with moderate to severe cognitive or emotional needs; or,
    • staff may experience children with difficult behavior as disruptive or problematic.

    For this reason, children may not be welcome in drop-in programs and leisure activities in their communities.  A main reason for this social exclusion (see full Glossary) is a lack of understanding of a child’s special needs. Educating community members about special needs could help remove some of the social barriers that some children and their families experience.

    Children who receive ECI have a higher chance to develop to the most of their potential. This is especially true for children and parents working together with an early interventionist following a family-centred model. ECI sessions help children learn skills they will need as they grow up. Sessions are also useful for parents  to express their priorities and, at the same time, learn how to shape their family’s everyday life to meet their child’s unique needs.

    ECI is about change for the child and the environment in which they live. Early intervention provides families with the tools that will support their child or children overcome a certain condition and/or disability.  It also helps the family change the environment in order to make it safer and more conducive to learning.  Whether or not there is “change” or a “cure,” will depend on the condition of the child. Often , the focus of intervention is to improve the quality of life for both the child and their family by making adaptations to the environment in which the child lives.

1. see References
Categories
1.2 What is EI: Definition of Early Childhood Intervention (ECI)

Early Childhood Intervention (ECI)

Early childhood intervention is a broad term that describes a wide range of services that are offered to children who are at risk (see full Glossary) for developmental delays or who have a developmental disability, and for their families. When children have special needs, both parents and their children may benefit from early childhood intervention services. These services do not replace the parent. They offer support, information and guidance to help a child’s development. One goal of early childhood intervention is to help infants and young children reach their full potential. Another goal is to minimize the effects of a disability or condition on the infant and young child. Early childhood intervention contains educational, therapeutic, and preventive components.

Early childhood intervention (ECI) services are provided by a wide variety of well-trained professionals (see full Glossary) and who work following the parents’ leads, based on their needs–that is, using a family-centred approach (see full Glossary). The ways ECI services are delivered vary. They may be provided at home or at a centre. In contrast to family-centred programs, some early childhood programs provide direct therapy-based services for children. These are offered in a play situation, where the child and interventionist interact together through toys and other therapeutic materials.

Decades of research indicate that early childhood intervention will make a lifelong difference in the lives of many children. It’s crucial for children who may not be developing typically or who may be at risk for developmental delays. Early childhood intervention may help children who are at risk for developmental delays:

  • Learn more efficiently and/or effectively;
  • Remember what they have learned;
  • Apply what they have learned to new situations;
  • Perform better in school;
  • Stay in and graduate from school;
  • Form good friendships;
  • Be in successful and happy relationships;
  • Get and maintain a satisfying job.

Families of children who receive early childhood intervention services are usually better able to:

  • Live successful family lives;
  • Manage their lives;
  • Be active and welcome members of their communities;
  • Navigate the system in order to get the best services possible for their children ;
  • Have wishes and dreams for children and achieve these wishes and dreams.

Spam prevention powered by Akismet