Early Intervention

Description

This study forms part of a programme of work EIF carried out in partnership with the Joseph Rowntree Foundation (JRF) exploring the extent and nature of UK service provision on inter-parental relationships (IPR), with a particular focus on families either in or at risk of poverty. This programme of work, involved three inter-related strands to begin to map and better understand current IPR provision in the UK, including:  a rapid evidence assessment of existing literature; a small-scale audit of a sample of relationship support provision; qualitative case study research in five local authority areas.

Reference

http://www.eif.org.uk/publication/exploring-parental-relationship-support-a-qualitative-study/

Description

IICF-CY-MedUse is a European project within the frame of Erasmus+ Strategic Partnerships that focuses on increasing knowledge and usage of the ICF-CY within Social Pediatric care and Early Childhood Intervention Services. The international Classification of Functioning, Disability and Health (ICF, WHO 2001) is a classification system used to describe impairments, limitations but also facilitators/abilities of persons with disabilities providing a common language for professionals in multisectors (MD, nurses, therapists, psychologists, educators, EQF 4-8).

Reference

Web page of the project: https://www.icfcy-meduse.eu/

Description

Incidental teaching is a method used for children with disabilities. Incidental teaching is a way to use the child's interest to encourage him to say or do something. By using the incidental teaching the children can learn in a natural environment. The motivation of children is very important because it is the main characteristic of this type of learning. Incidental teaching needs time and engagement from the therapist. This kind of learning can be taught by qualified person and also by the parents that were trained to create many learning opportunities in the children’s natural environment.

Description 

Early childhood care and education (ECCE) is unambiguously a key concern for education stakeholders. It is a critical starting point in realizing equitable, quality education and lifelong learning – an aspiration framing the post-2015 global education agenda. This book features these and other lessons from research and experience from different continents. Its thematic orientation addressing investment rationales, equity and quality reflects that of the World Conference on ECCE.

Reference 

http://unesdoc.unesco.org/images/0023/002335/233558E.pdf

Description

This document highlights how position statements, resources and literature of various professions working in early intervention support the early intervention key principles and reflect how these professions’ services align with high quality early intervention practices. It is intended to promote dialogue within the early childhood community about the key principles and provision of high quality early intervention services, which each profession provides within their profession’s scope of practice.

Reference

http://ectacenter.org/~pdfs/topics/eiservices/KeyPrinciplesMatrix_01_30_15.pdf

Description

This article aims to show the reality of early intervention in Spain.

Reference

http://sid.usal.es/idocs/F8/FDO26068/Atencion%20Temprana.pdf

Description

Early language acquisition has an impact on each aspect of young children’s non-physical development. It contributes to their ability to manage emotions and communicate feelings, to establish and maintain relationships, to think symbolically, and to learn to read and write.The UK prevalence rate for early language difficulties is between 5% and 8% of all children, and over 20% for those growing up in low-income households. The high prevalence among disadvantaged children is thought to contribute to the achievement gap that exists by the time children enter school and continues until they leave.

Reference

http://www.eif.org.uk/publication/language-as-a-child-wellbeing-indicator/

Description 

This interactive document aims to encourage an in-depth and broad-based exploration of the links and synergies between the Global Goals for Sustainable Development and the Convention on the Rights of the Child.

Reference 

https://www.unicef.org/agenda2030/files/SDG-CRC_mapping_FINAL.pdf

Description

The purpose of this Memorandum of Understanding is the creation of a Platform to begin a dialogue and define the authority and actions of the Parties on the nonexclusive basis, in regards to the formulation and implementation of government policy in Ukraine, that will introduce and develop a system of early intervention aimed at helping young children with the developmental delays or risk of such problems, focused on supporting parents or legal representatives of children and ensuring the best interests of the child. 

Reference

https://drive.google.com/file/d/0B1Wyk-mFRiVHdnEzaDIyOXUxWkk/view

Description

In every family, the arrival of a child in the world is an expected moment and filled with a lot of emotion. For 9 months, the parents discuss and make plans for the new born child. If the child is born with a disability or Down Syndrome, parents feel that the world is crashing around them. Because it is a diagnosis that can be putted at birth or in the first days of life, the professionals play a very important role in announcing and discussing with parents their child's disability. Medical staff must be open and available to provide sufficient information to parents to understand the child's diagnosis and to guide them to other specialized institutions dealing with the disability.

Reference