144
Posters Advancing Comprehensive Early Childhood Intervention
Session 1
FAMILIES Topic - Family Capacity Building
p1.05 Early Intervention: Prenatal Education and Pedagogy Presenting Author: Ana Simões (Portugal) Affiliation: Alberto Iria
Prenatal education and pedagogy should be as important as postnatal education and pedagogy. When a family is expecting a child, has problems, is dysfunctional, or the fetus has a disability, this is when we must intervene as early as possible (i.e., while still in the mother's womb). Education professionals (and professionals from other areas, such as health and social services) must support this family from the moment they become aware of this need. Training and supporting this family are essential for their performance as parents in the subsequent stages of the child's life. The main objective of prenatal education and pedagogy will be to support and protect the child at-risk (environmental and/or biological) and their family, focusing intervention, pre- and postnatal, on the family. p1.06 Early Support to Caregivers and Children on EIPIC Waitlist - Little SEEDS (Supporting Exploration and Engagement for Developmental Success) Presenting Author: Tan Siew Huei (Singapore) Affiliation: SPD The study aimed to assess children's engagement, parents' confidence in implementing program strategies, their understanding of routines, and the transferability of learned strategies to daily life. Twenty-four parents of children newly referred to EIPIC at SPD participated in the program, with pre- and post-survey questionnaires used to collect data. The findings show that the program had a significant impact on parents, with over 75% reporting positive changes in routines, and more than 80% making adjustments at home. Additionally, 90% of parents felt confident engaging their child, and 100% reported a better understanding of routines. This study provides preliminary evidence that the Little SEEDS program is an effective approach to empowering parents to enhance engagement in daily routines, supporting the learning and development of children awaiting enrollment in an early intervention program. p1.07 Empowering Families and Fostering Inclusion: The Work of Center Tabassum for Children With Down Syndrome in Uzbekistan The Center for Inclusive Practices Tabassum serves as a national hub for over 1,000 families across Uzbekistan, providing comprehensive support to children with Down syndrome and their families. The center offers critical services to help parents overcome the initial “shock” of diagnosis and guides them through structured developmental programs from early childhood. Key initiatives include preparing children for inclusive education, equipping them for active social participation, and supporting vocational skills development. By fostering resilience and promoting inclusive practices, Tabassum bridges the gap between families, educational institutions, and the broader community. This poster presentation highlights the center’s holistic approach, its impact on family empowerment, and the broader implications for inclusive education and social integration in Uzbekistan. Insights into successful practices and challenges provide a roadmap for expanding similar initiatives nationwide. Presenting Author: Shakhnoza Ikramova (Uzbekistan) Affiliation: Parent Advocate, Center Tabassum, Uzbekistan p1.08 Empowering Parents through MIP2 Circle of Support: Addressing Communication and Behavior Challenges Presenting Author: Honey Ng Li Huang, Michelle Boen Ern Xin (Singapore) Affiliation: PCF Sparkletots Preschool, KK Women's and Children's Hospital Co-Authors: Alison Choo Shi Ying ; Loh Jun Qi ; Rebecca Chia Yuet Wah ; Rina Chandra ; Joyce Ke Yiyun ; Ann Low ; Mary Lee Lay Choo ; Chan Yoke Hwee 1 1 1 1 1 2 2 2 Parental involvement is crucial in managing children’s developmental challenges, yet finding reliable, evidence-based information can be difficult. Mission I'mPossible 2 (MIP2) addresses this gap with the Circle of Support (CoS), a parent learning network created by MIP2’s School Child Development Unit (SCDU). In 2024, CoS has aided 48 parents of children with moderate to high communication and behavior needs by providing accurate, accessible information and aligning home and school strategies through parental workshops. Sessions are held twice a year, ensuring consistent approaches and effective communication between parents and teachers, creating a unified support system. Through an iterative process, stakeholders’ input was considered, and workshop content was refined to ensure relevance and uptake of strategies by parents. Progress tracking tools demonstrated improvements in children's communication and behavior at home. CoS builds a community of shared knowledge and support, enhancing parents' ability to support their children’s development and promoting a consistent, supportive environment at home and school.
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