EA RLY IN TERV EN TIO N
"The goal of early education should be to activate the child's own natural desire to learn." -Maria Montessori
DEC RECOM M ENDED
PRACTICES
We know babies and toddlers learn
best when they are in a safe familiar
environment with people they love
and trust. The Division for Early
Childhood (DEC) has purposed
Recommended Practices that bridge
the gap between research and
practice. The DEC guides
practitioners on best practice for
children birth to 8 who are identified
with delays or disabilities.
Based on the best available
empirical evidence, the most
effective way to improve the
learning outcomes and promote the
development growth of young
children, birth to five years of age
who have delays or disabilities is to
support families and their children
during meaningful daily living
routines and learning activities that
encourage natural opportunities and
assist in generalization by utilizing
intrinsic motivation within a
comfortable and safe environment.
www.dec-sped.org
W HAT TO EXPECT ON A
W HO PRACTICES M ORE?
HOM E VISIT.
Tr adit ion al M odel -Jam al
It is the responsibility of the
2x30 in clinic with SLP
Interventionist to
1x60 in clinic with OT
* Observe the Parent-Child
TOTAL = 2 hours per week
Interaction
Fam ily Cen t er ed M odel -Lu is
Morning Routine - 45 min. * Identify Parent Strategies
Playtime ? 30 min.
* Suggest Opportunities for
Chores ? 15 min.
practice to be embedded
Lunch ? 45 min.
Getting read for nap ? 15 min. * Demonstrate strategies as
Playtime ? 30 min. choices for parent to use
Car travel ? 15 min.
Outside play ? 30 min. * Observe and synthesize
Dinner ? 45 min. strategies used to support
Bath/bedtime ? 30 min. implementation.
TOTAL per day in home = 5 hours
TOTAL = 25 hours per week
ACTIVITIES AROUND TOW N
Singing W it h Mr. St eve PAT Playgroup-Riley Count y Family
and Child Resource Cent er
Mondays and Tuesdays at 9:30 am
Monday-Thursday 9:00 am-11:15 am
1219 Moro St-Aggieville
2101 Claflin Room 130
Beach Museum Tiny Art
Lit t le Apple Families Meet up
ARTSmart Classes $3
https://www.meetup.com/
klwalk@k-stateedu 785-532-7718
littleapplefamilies/
14th & Anderson
RESEARCH SAYS
Ch ildr en lear n best w h en
par t icipat in g in n at u r al lear n in g
oppor t u n it ies t h at occu r in
ever yday r ou t in es an d act ivit ies as
par t of f am ily an d com m u n it y lif e.
Ch ildr en lear n best w h en t h ey ar e
in f am iliar places an d w it h f am iliar
people. Feelin g secu r e an d
at t ach ed t o t h eir pr im ar y
car egiver s is im por t an t f or ear ly
lear n in g.
Ch ildr en lear n best w h en t h ey ar e
in t er est ed an d en gaged in an
act ivit y, w h ich in t u r n st r en gt h en s
an d pr om ot es com pet en cy an d
m ast er y of sk ills.
M ast er y of f u n ct ion al sk ills occu r s
t h r ou gh h igh -f r equ en cy, n at u r ally
occu r r in g act ivit ies in a var iet y of
set t in gs t h at ar e con sist en t w it h
f am ily an d com m u n it y lif e, in ot h er
w or ds ? r ou t in es.
Par en t s pr ef er in t er ven t ion s t h at
ar e easy t o do, f it in t o t h eir daily
lives, an d su ppor t t h eir ch ild in
lear n in g sk ills t h at h elp t h em
par t icipat e in f am ily an d
com m u n it y lif e.
Em beddin g in t er ven t ion s in
r ou t in es select ed an d pr ef er r ed by
f am ilies gr eat ly in cr eases t h e
lik elih ood t h at t h e f am ily w ill
r epeat t h er apeu t ic act ivit ies
in depen den t ly.
Lear n in g is w h at h appen s bet w een
in t er ven t ion visit s ? t h r ou gh
ch ild-in it iat ed play du r in g ever yday
r ou t in es an d act ivit ies an d w it h
m u lt iple r epet it ion s an d lot s of
pr act ice.
Ser vices pr ovided w it h in ch ildr en?s
t ypical daily r ou t in es ar e m or e
m ean in gf u l an d in cr ease t h e
n u m ber of lear n in g oppor t u n it ies
available t o t h e ch ild an d par en t .
W HY EM BEDDING IN ROUTINES W ORKS?
The parent incorporates developmentally appropriate practice in actions.
Interactions between the parent and child are more successful for teaching
and learning when they closely reflect the child?s current developmental
level. The child must have the skills or the supports necessary to participate
meaningfully. The parent's challenge is to ?up the ante? by introducing a
moderate change that will increase the child?s use of the skill either
qualitatively (e.g. how?) or quantitatively (e.g. how often?).
Children learn most efficiently when they are actively engaged.
Young children need to be involved in the teaching and learning process.
Children learn by doing. They look, touch, taste, climb, tell, throw, poke, and
smell. Encouraging the child?s active participation increases learning. Joining
the child, taking turns within the interaction and assuring safety while
providing new opportunities are ways parents help the child's engagement.
The parent?s attention provides a reason for interaction.
Attention from a caring, interested adult can provide both the interest to
interact and the reinforcement for trying. Children (as well as adults) seek to
communicate or participate in activities with others who are approachable,
responsive, attentive, and fun! Parents who plan to embed intervention into
daily routines need to appreciate the power they have with the child. Parents
can be the child?s favorite toy and best reinforcement! Playful responses
from the Parent increases the child's sense of enjoyment. Children gain the
most from interactions when adults are at eye level, and physically available
to the child.
Following the child?s lead maintains attention.
Joining the child in the child's activity of interest increases joint attention. The
parent focuses where the child is engaged and in doing so, accomplishes the
first step of a successful interaction. Participation initiated by the child often
results in longer attention to the activity, increased opportunities to practice
skills, and decreased need for external reinforcement. However, to be
effective, the environment or routine may need to be arranged to attract and
maintain the interests of the child.
Positive expectation increases child participation. If the parent expects the
child to participate, the child is very likely to do so! In the same manner, if
the parent does not expect participation and plan for it to occur, then it is
very likely that the child will not participate. The parent should approach
each opportunity positively, expecting the child?s interest and interactions.
Introduce new skills in familiar routines and use new routines for
generalization of skills.
The framework of a familiar and predictable routine supports learning new
skills. The child can focus attention onto the specific requirements of the skill
rather than dividing attention between the activity, the environment, and the
skill. The parent can provide help for the child to learn within the routine and
systematically decrease help to increase independence. Once the skill is
learned, the child can then practice it successfully in a variety of new
routines because the skill is familiar and predictable.
taken from:
http://tactics.fsu.edu/pdf/HandoutPDFs/TaCTICSHandouts/Module4/Embedding.pdf