180
Posters Advancing Comprehensive Early Childhood Intervention
Session 4
ECI INTERVENTION DOMAINS Topic - Play p4.18 How Does a Large Slide Motivate Passive Children With Special Needs: A Case on the Traditional Practice in Japan Presenting Author: Ken Manabe (Japan) Affiliation: Chiba University, Faculty of Education In Japan, special needs schools for children with intellectual disabilities are allowed to use a play-based curriculum at the elementary school level. A play environment is provided, and children who did not have access to sufficient play experiences in their early childhood are given the opportunity to make choices and decisions, ensuring continuity in their learning from early childhood through active participation. Notably, some special needs schools that have been developing this curriculum have traditionally used large, wide slides. In this presentation, we analyzed several cases by observing practices and interviewing teachers. Through this, we report on the results regarding: (1) how physical features, such as the height and slope of the slides, influence children's activities; and (2) how children experience and learn through playing on the slides. p4.19 Kids Intervention Therapy Aquatic Environment (KITE): Prevention of Risks and Delays in Neuropsychomotor Development The beginning of a child's life is critical for their neuropsychomotor development (NPMD). An appropriate program can prevent risks/delays, but there are gaps in intervention parameters, particularly in aquatic environments (AE). This study aimed to describe the Kids Intervention Therapy – Aquatic Environment (KITE) for the NPMD of babies aged 4 to 18 months, whether typical, at risk, or delayed. The family-centered KITE was systematized for the AE, with sessions lasting 45 to 60 minutes, twice a week for 8 weeks. Aquatic skills were organized based on the Aquatic Functional Assessment Scale – Baby (AFAS Baby©), following Israel's phases, movement axes, functional objectives, motor behaviors, main effects of immersion, progression parameters, and skill transfer to land. This systematization provides tools for the clinical prescription of AE interventions and clinical trials based on current principles of child development. p4.20 Play Baby: Brazilian Program of Personalized Stimuli for Child Development Child development in early childhood is determined by critical periods, called windows of opportunity, which demand adequate stimuli directly related to the quality of interactions and environmental enrichment to maximize the potential of cognitive, motor, sensory, language and socio-emotional skills. Scientific evidence indicates that the absence of targeted interventions during sensitive phases leads to significant vulnerabilities that can negatively impact child development. Play Baby proposes an innovative and evidence-based approach to promote structured and personalized stimuli in the home environment, empowering the family and caregiver to offer the best stimuli according to individual needs, culturally considered according to each family and compared to peers of the same age. The program consists of offering a monthly portfolio of playful and sensory activities, individualized according to the baby's needs after a direct assessment of the baby by a specialist and a questionnaire on family stress. It includes specialized training for parents and caregivers, routine guides and a remote support channel for ongoing guidance. Preliminary qualitative and quantitative assessments demonstrate significant progress in achieving neuropsychomotor milestones, greater engagement and strengthening of parents' and caregivers' skills in promoting high-quality interactions, reducing doubts and expanding the possibilities of how family-centered early intervention is supporting the development of babies and young children. Play Baby is an intervention based on the family- centered model and is accessible, which optimizes timely child development, standing out as an effective solution to enhance early childhood development in the Brazilian context. The best teaching material is the one that makes sense to the family and to the baby and young child, and what makes sense to them are the things in their life, in their routine. p4.21 Playdate With Families in Responsive and Free Play: A Preventive Intervention in Early Childhood Presenting Author: Marisa Gouveia e Serra (Portugal) Affiliation: Núcleo CASA Co-Authors: Sofia Charrua, Catarina Grande, Vânia Oliveira, Francisca Silva Ferreira Based on the Responsive Teaching model, this study investigates the impact of outdoor playdate activities in nature on family dynamics and child development for children aged 18 months to 6 years. Playdates occur monthly on Sunday mornings, guided by a psychologist and an occupational therapist. Parents and caregivers are guided to foster responsive interactions during these activities to prevent development delays and risk factors related to fewer opportunities to participate and actively engage. The study aims to explore how outdoor play interactions in nature enhance children's social skills, communication, and problem-solving abilities while fostering stronger family relationships. Playdate provides closer contact with the community, transforming the role of the professional into an ally of families. Moreover, they facilitate the building of a support network. Data will be collected through an online questionnaire administered to parents/caregivers to understand the benefits families recognize in responsive and free play. Presenting Author: Vera Lúcia Israel (Brazil) Affiliation: Federal University of Paran (UFPR) Co-Authors: Luize Bueno Araujo, Vera Lucia Israel, Taina Ribas Melo Presenting Author: Vanessa Madaschi (Brazil) Affiliation: Mackenzie Presbiterian University Co-Authors: Juliana Guedes, Barbara Soares
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