184
Posters Advancing Comprehensive Early Childhood Intervention
Session 4
ECI INTERVENTION DOMAINS Topic - Play
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
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. Positive Behavior Support (PBS) is a proactive, evidence-based approach proven effective in reducing and preventing challenging behaviors in young children. In recent years, the application of PBS in early childhood settings has gained significant attention. This study presents a systematic review to examine PBS implementation in early childhood education, focusing on strategies to address challenging behaviors and foster positive development. By analyzing recent peer-reviewed studies from Taiwan and the United States, the review evaluates PBS effectiveness, environmental factors influencing outcomes, and challenges during implementation. The findings reveal that individualized PBS strategies tailored to children’s developmental needs significantly improve behavioral outcomes. However, insufficient educator training and inconsistent family involvement remain major barriers. This review provides actionable insights for practitioners to create inclusive learning environments, offers a framework for teacher training programs, and highlights practical recommendations to enhance early intervention and early childhood education. p4.27 Attachment Continuity and Change Between Childhood and Adolescence Presenting Author: Sara Espadilha (Portugal) Affiliation: University of Lisbon; Research Center in Psychological Science (CICPSI) Co-Authors: Miguel Barbosa Early attachment with caregivers significantly influences social, emotional, and cognitive development, with long-lasting effects into adolescence. Although three meta-analyses have examined attachment stability, few have explored factors contributing to changes in attachment patterns. This review aims to extend previous research by focusing on the period from infancy to adolescence, identifying factors that may contribute to changes in attachment. The literature analysis revealed that factors such as family environment changes, significant transitions (e.g. divorce), caregiver characteristics (e.g. sensitivity and emotional availability), and individual child factors (e.g. life experiences) play key roles in the evolution of attachment. It was found that while attachment patterns can shift over time; stability is more prominent in consistent caregiving environments. These findings highlight the importance of interventions to support emotional/relational stability to help prevent social/emotional difficulties in adolescence. ECI INTERVENTION DOMAINS Topic - Social-Emotional Development p4.26 The Application of Positive Behavior Support in Preschool Settings Presenting Author: Tzu-Ting Lan (Taiwan) Affiliation: National Taichung University of Education Co-Authors: Pei-Fang Rachel Wu
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