Early intervention covers the provision of services to toddlers, infants, and children who are vulnerable to various special needs such as disability, the risk of disability and socially disadvantaged. Educators are required to establish a model of early intervention which integrates social service, health, and education of a child. They are also required to use practice-based evidence. Developing of the appropriate practice requires the early childhood educators knowledge regarding how children learn and develop (Odom, 2003).
Educators should meet the children where they are whether as an individual child or as a group. This practice will enable the educator to know what the children are capable of doing. It will help them understand the need of every child hence will use different teaching methods on d9ifferent children. They pay close attention to how the child engages with play materials, people, and other activi9ties so as they can know about the childs abilities, needs, and interests. Through this, the educator helps the child to meet their goals. It helps the child to share and engage each other during the learning process. Educators may use toys or tell stories while teaching depending on the need of the child. It will help support their oral language development and help them have a foundation for later literacy learning (Groark, 2012).
Another practice that the educators use for children with the special needs is the family-centered approach to early intervention. The parents identify the needs which help the educators to base the services they offer to the child regarding those needs. This method is used by the teachers as it assists in involving the parent in decision-making regarding the priorities and intervention strategies that will help the child. The family-centered approach can help the parent and family to have a positive relationship with the child. It is an individualized and flexible method whereby the parent or educator can guide the child (In Sukkar, In Dunst, & In Kirkby, 2017).
When dealing with the kids with disabilities, educators use an interdisciplinary model which involve teamwork and collaboration. Those participating in the team use their perspectives and knowledge to assess and work with children with special needs separately but later discuss their findings to make a common decision. An individual from the team is given the responsibility of implementing the individualized plan to the child. This method is used by educators as there Is increased communication among the members of the team regarding the child as well as the implementation of the intervention plan on the child is consistent. Through this practice, the system of the family is less intruded as the team members work with the child to make the observations by themselves.
In conclusion, developmentally appropriate practice is a framework that is designed to help in the optimal learning of a child and development. It involves the educators meeting the child where they are as an individual or a group and help each child meet their goals.
Groark, C. J. (2012). Early childhood intervention: Shaping the future for children with special needs and their families. Santa Barbara, CA: Praeger.
In Sukkar, H., In Dunst, C. J., & In Kirkby, J. (2017). Early childhood intervention: Working with families of young children with special needs.
Odom, S. L. (2003). Early intervention practices around the world. Baltimore, MD: Paul H. Brookes.
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