181
Posters Advancing Comprehensive Early Childhood Intervention
Session 4
ECI INTERVENTION DOMAINS Topic - Play p4.22 Playing is a Serious Thing: Good Practices from ELI Oeiras in Promoting Early Intervention in Partnership With Families and the Community Author: Alexandra Mendes Co-Authors: Susana Esperto, Marta Reis, Fátima Vieira Affiliation: ELI de Oeiras What kind of adult does the child need me to be, so that they can be? Throughout our intervention at ELI de Oeiras, we've noticed that children struggle to play. Families, concerned with their children's development, are unaware of the importance of play and focus on formal learning, conditioning creativity. The seminar "Playing is Serious Business" 2024, in partnership with the Oeiras City, addressed the relevance of play at the cognitive, emotional, and social levels for children, sensitizing participants to integrate play into their daily lives in an accessible and meaningful way. The "Brincar+" project, in collaboration with the municipal libraries, aimed to train families in playing with their children. Through creative dynamics, parents and children strengthened their interaction and affective bonds, stimulating development. These experiences demonstrated positive impacts on family life. These practices reflect the team's commitment to ensuring inclusion and equitable access to strategies that promote child development. The development of a human being is directly linked to early childhood experiences, and the quality of family interactions is a determining factor for health and well-being. Investing in early child development is more effective and cost-effective than treating later adversities. The project “Play & Learning”, aimed at children up to 6 years old, is a website with practical strategies to optimize overall development. This resource is based on a virtual street with houses organized by age, in which activities for specific contexts (kitchen, bathroom, bedroom, living room) are presented. The project promotes family literacy and stimulation in interaction, language, regulation, behavior, cognition and autonomy, supported by specialized professionals. By enriching family routines and empowering caregivers, child development is maximized, and favorable conditions are created in everyday contexts. p4.24 “A Space Where We All Play: Community Experience in Sesimbra, Portugal” Presenting Author: Isabel Valente da Cruz (Portugal) Affiliation: Cercizimbra/ ELI Sesimbra (Sesimbra Local Early Intervention Team) Co-Authors: Helena Gonçalves Rocha, Helena Palma p4.23 Project Play & Learning Presenting Author: Susana Teixeira (Portugal) Affiliation: ELI Vizela, AIREV Co-Authors: Cátia Félix, André Ribeiro, Catarina Ribeiro, Margarida Ribeiro This poster presents a long-standing community project based in Sesimbra, Portugal, with 30 years of history, developed in partnership with different institutional collaborators. For the past 18 years, it has been running in collaboration with the Municipal Library. The project serves families with children up to 6 years old, particularly those not enrolled in educational institutions. The main goals are to empower parents as primary advocates for their children, support child development, strengthen family support networks, detect developmental risks early, and promote the inclusion of children with atypical development. Weekly 90-minute sessions feature playful and artistic activities, storytelling, and the sharing of family experiences. Activities take place at the library or outdoors in local parks during summer. Compliant with Portuguese early intervention legislation (Decree-Law nº 281/2009), the initiative underscores the role of community involvement in building support networks and identifying local needs and resources. p4.25 A Study on Enhancing Parent-Child Interaction through Multisensory Play Presenting Author: Yuan-Yi Jie (Taiwan) Affiliation: Taiwan National Taichung University of Education This study explores whether a sensory exploration-based parent-child course can enhance parent- child interaction skills. Research shows that young children learn about the world through sensory experiences, but a lack of these can impact perception, intelligence, and emotional development (Wang et al., 2017). High-quality parent-child interactions are crucial for children’s growth, especially when caregivers respond to children’s needs, fostering their autonomy and mutuality (Wu, 2023). According to Taiwan’s Ministry of Health and Welfare (2022), the number of early intervention notifications for children aged 0-3 reached 12,792, with many at risk due to cultural and educational gaps. This study uses a group case study approach with four families of suspected delayed development children. It consists of eight sensory-focused sessions combining tactile, visual, and auditory activities to help parents learn practical interaction skills for stable parent-child dynamics.
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