107 Session 2
Papers Topic - Professional Development Advancing Comprehensive Early Childhood Intervention P2.06 Empowering Early Childhood Educators in Supporting Children With Diverse Needs through Collaborative Consultation
Presenting Author: Alison Choo Shi Ying, Shreen Mathews (Singapore) Affiliation: PCF Sparkletots Preschool, KK Women's and Children's Hospital Co-Authors: Honey Ng Li Huang , Ann Low , Mary Lee Lay Choo , Chan Yoke Hwee 1 2 2 2
Mission I'mPossible 2 (MIP2) enhances the capacity of Early Childhood Educators (ECEs) in Singapore preschools to support children with diverse developmental needs through Collaborative Consultation. ECEs from 16 centers receive guidance from MIP2’s School Child Development Unit (SCDU) for developmental surveillance, screening, and targeted support strategies. Teachers complete asynchronous modules on behavioral, communication, and sensory/motor strategies, prioritized by confidence levels and children’s needs. SCDU members provide weekly or bi-weekly in-class support, integrating strategies into daily routines through hands-on guidance and reflective discussions. Over two iterative cycles, ECEs translated content knowledge into effective classroom practices, supporting both individual and whole class needs. MIP2’s goal is to strengthen universal classroom support, thereby reducing demand on resources for interventions for those with higher developmental needs, fostering an inclusive and supportive learning environment. We will share findings on the effectiveness of the training modules, collaborative consultation framework, and the impact on ECE practices and child developmental outcomes.
P2.07 Professional Development in Early Childhood Intervention Presenting Author: Claudia Tatiana Escorcia-Mora (Spain) Affiliation: Catholic University of Valencia, Spain Co-Authors: Francesc Bañuls Lapuerta, Pau García-Grau, Gabriel Martínez Rico
Training in early childhood intervention (ECI) guarantees interventions based on scientific evidence and adapted to the unique needs of each child and his or her environment, which is why we emphasize the importance of having appropriate training programs. The Professional Development Expert in recommended practices in ECI seeks to develop competencies for working with children with disabilities or at risk, from birth to 6 years of age, and their families. These competencies, aligned with international standards, allow for effective interventions in natural environments, such as the home or the educational context. The contents follow the recommended practices by the Division of Early Childhood (DEC, 2014) in 8 thematic areas: assessment, environment, family, instruction, interaction, teamwork, transition and leadership. Aimed at graduates interested in upgrading themselves, the program combines autonomous learning, personalized supervision, and practical strategies, such as job implementation and feedback. This paper presents the results of the research conducted in parallel to its implementation. P2.08 What Do We Know About Early Intervention Educators? Join us to discuss findings from a national survey of early intervention (EI) educators in the United States. These educators provide developmental services (called special instruction in the US) to families of infants and toddlers with developmental delays and disabilities. Findings include data about who provides this service, demographics, professional/educational backgrounds, qualifications, service delivery, perceptions about the work, and information about who receives this service. This session will also use the revised Division for Early Childhood (of the Council for Exceptional Children) position statement, The Role of Special Instruction in Early Intervention (2024), to explore the development of shared professional identity. Through lively discussions and reflection, we will consider who we are, how we are perceived by others, and what we need to improve our identity as important EI service providers. Presenting Author: Dana Childress (USA) Affiliation: Old Dominion University, Virginia Co-Authors: Teran Frick, Megan Schumaker-Murphy
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