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Posters Advancing Comprehensive Early Childhood Intervention FAMILIES Topic - Quality of Life p1.44 Investigating the Professional Quality of Life Scale in a Sample of Early Childhood Providers Presenting Author: Erin Kinavey Wennerstrom (USA)
Session 1
Affiliation: Raviant, LLC Co-Author: Nicole Alioto
p1.46 Quality of Life of Families Receiving Early Intervention in “Sunny Land” Therapeutic Facilities: Analysis Using the FEIQoL Questionnaire The support of parents of children with disabilities in Ukraine is important because in times of war, families raising children with disabilities face additional challenges, such as instability, limited access to resources, and safety threats. Early intervention services are essential to families, especially in times of crisis, helping to adapt to new life conditions and providing necessary support. The organization of mutual support groups, particularly through the "peer-to-peer" approach, allows parents to exchange experiences and receive emotional support. According to the Bronfenbrenner’ theory, considering the interaction of different levels of the environment (macrosystem, ecosystem, mesosystem) helps to understand the complexity of the situation parents of children with disabilities find themselves in. The importance of informational support for parents to consciously create conditions when their emotional state is in the "window of tolerance" - the optimal state for perceiving and adapting to stress, which allows them to use support and services effectively. The quality of life of families receiving early intervention (EI) is an important indicator of the effectiveness of programs that support child development and family functioning. The research project analyzes the impact of EI on the quality of life of families in Poland, using the FEIQoL questionnaire. The research group consists of 200 families of children aged 0-6 years participating in early development support programs at the “Słoneczna Kraina Therapeutic Kindergarten” in Cieszyn. The aim of the research is to identify key elements of EI that support families' emotional, social, and physical well-being, as well as to identify barriers to improving quality of life. The results will be cross-referenced with international literature to develop recommendations for the Polish EI system and contribute to better matching EI programs to the actual needs of families, supporting their autonomy and well-being in daily life. p1.47 Supporting Young Children Living With Disabilities and their Families in Zambia: Evaluating Family Quality of Life Subscales Presenting Author: Renee Hepperlen (USA) Affiliation: University of St. Thomas Co-Authors: Jennifer Biggs, Mary O. Hearst, Edgar Lunda, Watson Mwandileya, Pual Rabae Families of children living with a disability (CLWD) may experience socio-economic challenges when caring for their child in a low- resource country. Obstacles include living in poverty, poor access to health and education, and stigma. The barriers that families of CLWD face can impact a family’s quality of life. Considering the complexity of caring for a CLWD, this concept captures interactions between services, the individual with a disability, and the family. To address these challenges, Kusamala, meaning ‘to care for’ in the local Nyanja language, aims to provide families with ecological support, including home visiting, physiotherapy visits, and community sensitization. This poster considers the program’s impact on three family quality of life domains, emotional well-being, physical/material well-being, and disability-related support, from the Beach Center’s Family Quality of Life measure. These findings add to the limited literature on effective means to support families of CLWD in low-resourced communities. Presenting Author: Sylwia Wrona (Poland) Affiliation: University of Silesia in Katowice Co-Authors: Danuta Jankowska , Natalia Józefacka High quality teacher–child interaction and responsive caregiving requires the teachers be adept at classroom management, stress management, and their own self-regulation. Teacher stress and wellbeing is at the crux of quality environments. This project investigated the Professional Quality of Life (ProQOL) scale with an early childhood serving population. Preliminary ProQOL results in this early childhood serving population (n=412) did not support the 3-factor model as proposed by Stamm (2009) but evidence for a bifactor model similar to other child serving populations (Lenz et al., 2019). p1.45 Qualitative Perspective upon Family Well-Being of Early Childhood Intervention Beneficiaries in the Republic of Moldova Presenting Author: Daniela Bordeianu (Republic of Moldova) Affiliation: National Institute of Early Childhood Intervention p1.48 Quali-Quanti Survey on Child Development at the Childcare and Early Childhood Education Interface Presenting Author: Lívia Pinheiro Pereira (Brazil) Affiliation: Institute of Saúde Coletiva/ UFBA Co-Authors: Regian Barbos, Laisa Domingos, Gabriela Medeiros, Darci Neves Santos, Mercia Sacramento The objective of this study is to describe the conduct of a quali- quanti survey on child development in primary health care and education, aiming to guide strategies for improving the provision of care for children aged 0 to 5 years. The study was conducted in two phases, each with a specific methodological design. The demand for care in child development in childcare and school spaces was identified, followed by an intervention guided by the results obtained. The quantitative data sample consisted of 201 children, 53.2% of whom were male. The predominant age group was children under one year of age, with 29.4%. In relation to qualitative data, 4 focus groups were held, where the following themes emerged: "Looking at the family", "Obstacles", "Potentialities" and “Play”. A demand for developmental care was found in the first five years, among the population registered in the Primary Care Childcare Programs.
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