Tag: child development

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1.3 WHAT IS DEVELOPMENT?

What is Development?

The early intervention dictionary defines development as “the lifelong process of growth to maturity through which an individual acquires increasingly complex abilities” (EID, page 111). Every child has a unique developmental path that is influenced both by their biological make-up and by the environment in which they live.

There are some key points to keep in mind when thinking about child development. They are:

    • Child development (CD) exists on a continuum. Some children develop fast and early. Others children the same age develop slower, both in quality and quantity. They reach developmental milestones (Fig. 1) (see full Glossary) later than others, or not at all. If they do reach a certain developmental milestone, they may not master it the same way typically developing children do.
milestones
Fig. 1: This image shows examples of baby motor milestones, or skills that develop at certain ages

The development of most children falls in the middle part of the continuum. The children whose development falls on either the lower OR upper parts of the continuum as usually described as developing “atypically”.

  • The development of the children whose development falls on the lower part of the continuum is somewhat slower than that of others their age. The development of children whose development falls on the upper part of the continuum is somewhat faster than that of others their age.
  • Development starts from the inner body and goes to the outer body; for example, children usually develop or gain control over their arms, before their fingers.
  • Development also starts from top to bottom; for example,children cannot have good control over their legs if they do not have good control over their heads.
  • Development is gradual and usually follows a predictable sequence. Children usually learn how to sit before they learn how to walk. They learn how to say individual words, before they speak in sentences.  Every skill a child acquires will later be used as a foundation for more complex skills. Learning how to stack rings in the correct order is a great feat on its own for both the child and the parents. At the same time, this skill that is seen as a game is also paving the way for other skills, for example motor, cognitive and academic skills.
  • Child development experts often divide development into several areas or domains. The most common division (and one that will be used throughout this course) is the following: cognitive development, social/emotional development, communication development, motor development and self-help development
  • Child development experts also understand that all areas of development are important and inter-connected. A child who cannot pronounce certain sounds properly may not be developing typically, when it comes to communication skills. This may have an effect on their social skills which may impact their self-esteem, a major component of emotional development. A child who needs help to eat, and may use a special tool to eat, because of delayed fine-motor skills, may feel anxious about this situation, which may impact their social and emotional skills. It’s important to note that this child may be quite comfortable with the special tool that they use to eat, and what is making them uncomfortable is the reaction that they may see from those around them.
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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.

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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.
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1.2 WHAT IS EARLY INTERVENTION AND WHY IS IT IMPORTANT?

Frames of Reference in Special Education and Early Childhood Education

Father and sonThe “Special Education Policy Framework” also served as the foundation for the resource Special Education Services: A Manual of Policies, Procedures and Guidelines. This manual describes the policy’s foundation , outlines the roles and responsibilities of the ministry, the school boards, district and school-based staff, parents and students in the development and delivery of special education services. It also describes the process of identifying and planning for children with special needs and outlines the services that will be made available to the student as well as school and school districts.

In 2008, a plan coordinated across the three Ministries, Children and Family Development, Health and Education was developed. This is referred to as the Children and Youth with Special Needs and their Families Framework for Action.

This is a strategy to foster collaborative action among the health, education and social services sectors to help better support families.

Prior to 2008, early childhood education programs for children, typically pre-kindergarten programs, were not legally mandated by any ministry. In 2007, Bill 20, The School Amendment Act, gave authority to Boards of Education. (see full Glossary) to provide services to children under school age. The Bill defines these “Early Learning Programs” (see full Glossary) as programs for children who are under school age entry (e.g., 3-5 years old). An example of this type of program is the Strong Start Early Learning Centers that operate in local schools.

Legislation is regulated by the Child Care BC Act. Additional funding and support for children attending child care settings is available and is regulated by this act.

Child care center buildings and spaces are regulated by the Community Care and Assisted Living Act which provides guidelines to such things as the number of children per staff member, the number of hours a child can be in care, etc. All these programs and acts are monitored and maintained under the Ministry of Children and Family Development.

This complex system1 of child care and special needs programs under three Ministries and sets of laws can be a maze for parents and professionals.

It’s important to have accurate information, and to ask for assistance in order to get the appropriate services for your child and family.

1. More information on this system in this report.

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