risk – ECI – Module 1: Typical Development

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.

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.