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Posters Advancing Comprehensive Early Childhood Intervention ECI SERVICE DELIVERY Topic - ECI Practices, Models, and Systems p2.12 Service Delivery Model to Optimize Developmental Potential of Children At-Risk: A National Approach Presenting Author: Ong Lin Xin (Singapore) Affiliation: KK Women's and Children's Hospital Co-Authors: Rajni Parasurum, Chan Qing Rong, Nurshabana Binte Senari, Ong Lin Xin
Session 2
Brain development during the first few years of life, from conception to early childhood, forms an important foundation for future learning and healthy social-emotional development. Maternal mental wellness and the in-utero environment have an impact on fetal growth and brain development. Neuroimaging studies have further identified changes in the brain's structure and function associated with poverty. The provision of safe, secure, and nurturing environments during early childhood is critical in developing secure attachment and future learning foundations. Exposure to biological and psychosocial risk factors during early childhood negatively impacts the developing brain and compromises the developmental trajectory. Cumulative exposure to adverse childhood experiences widens the disparity. Early integrated intervention from conception and early childhood is crucial in reducing inequalities and optimizing the developmental potential of children at risk. In this poster, we present our service model from conception to early childhood in a nationwide approach to optimize the development of children at risk of disparity. p2.13 A Study on the Effectiveness of Preschool Teachers Using the Optimized Digital Platform to Observe and Record Children's Classroom Participation in Improving Children's Engagement in Daily Routines Presenting Author: Hui-Ching Su (Taiwan) Affiliation: Central Taiwan University of Science and Technology Co-Authors: Lin-Ju Kang, Ya-Tzu Liao, Pei-Ju Lin, Choa-Tung Yang, Chih-Yin Yen This study employs the Classroom Measure of Engagement, Independence, and Social Relationships (ClaMEISR), developed into a digital platform, to help early childhood educators systematically observe and record children’s engagement across 13 preschool routines. The platform provides insights into children’s mastery of functionality, engagement, independence, social relationships, development, and outcomes. Findings indicate that older children exhibit higher mastery levels, particularly in structured routines like toileting and mealtime, while large group activities such as circle time and storytelling present greater challenges. Preschoolers with special needs show higher engagement in structured routines, where functional goals can be effectively integrated, though additional support is needed in large group settings to enhance learning. Educator feedback highlights the platform’s utility in documenting participation and incorporating functional goals into Individualized Education Plans (IEPs) and daily routines, fostering improved engagement and learning for children with special needs. p2.14 Supportive Factors and Barriers to Providing High Quality Equitable Early Intervention Services: A Multiple Perspectives Analysis Presenting Author: Jennifer A. Brown (USA) Affiliation: University of Georgia Co-Authors: Heather Benton, Karrah Bowman, Ashley J. Harrison, Rebecca G. Lieberman-Betz, Ashton Nalley, Cynthia O. Vail In this multi-method study, we explored a state-level early intervention system’s (1) usage patterns across regions and demographics; (2) supportive factors facilitating engagement from the perspective of a range of relevant parties; and (3) barriers interfering with enrollment. Data was collected and analyzed from three interconnected sources: (1) system database quantitative examination; (2) coordinators' surveys and interviews; and (3) provider and family focus groups. Records analysis (n=52,282), direct report (n=17 district coordinators), and in-depth perspectives of providers (n=24) and family members (n=27) provided breadth and depth to the investigation. Results were centered on: (1) the rate of child identification and variance by sociodemographic characteristics; (2) recruitment, retention, and work climate of providers; and (3) experiences of families who received EI services and those who did not receive services but were likely eligible. Findings will be discussed within the context of considerations related to international service delivery.
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