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Posters Advancing Comprehensive Early Childhood Intervention
Session 5
ECI INFRASTRUCTURE Topic - Personnel Preparation p5.09 Nutrition at an Early Childhood Development Center: A Service Delivery Project Presenting Author: Nthabiseng Phalatse (South Africa) Affiliation: University of Pretoria
The Nurturing Care Framework was used as a theoretical foundation to train occupational therapy students in providing holistic early childhood intervention in low-resourced communities in the metropolitan area in Pretoria, South Africa. Despite policy commitments, many children in South Africa remain disadvantaged.This project aimed to establish a sustainable vegetable garden at an early childhood development (ECD) center to improve children’s nutrition and growth while connecting the center with other community-based gardening resources that were able to provide continued support. Final-year occupational therapy students engaged parents and teachers in soil preparation, planting, and gardening techniques, alongside nutrition education provided collaboratively with human nutrition students, enabling transdisciplinary practice.This project was beneficial in a systemic way to the children, the ECD center, parents, and students. Integrating the project within existing support structures and empowering the teachers and parents ensured the sustainability of the project. This enables a lasting impact on the children’s development. p5.10 Preservice Personnel Preparation: Postgraduate Studies in Family-Centered ECI in North Macedonia Presenting Author: Aleksandra Karovska Ristovska (North Macedonia) Affiliation: Cyril and Methodius University Co-Authors: Natasha Chichevska-Jovanova; Dragan Daskalovski; Daniela Dimitrova-Radojichikj; Maja Filipovska; Olivera Rashikj-Canevska This poster shows the development of postgraduate studies in family-centered Early Childhood Intervention (ECI) in North Macedonia, a pioneering initiative under the Erasmus+ program. This innovative step aims to prepare ECI professionals with a robust foundation of evidence-based knowledge, practical skills, and advanced digital tools. The curriculum takes a multidisciplinary approach, emphasizing the critical role of family collaboration in addressing children's developmental needs effectively. Key resources include an updated university curriculum, a comprehensive web-based Open Educational Resource (OER), and a mobile milestone tracker app. These resources provide a cohesive framework to equip future professionals with the tools to deliver inclusive, family-centered interventions. The integration of cutting-edge technology enhances accessibility and learning, allowing students and practitioners to track developmental milestones, implement evidence-based practices, and foster stronger family- professional partnerships. By aligning academic knowledge with practical applications, this program ensures that children receive tailored support for their developmental journey, laying the foundation for inclusive growth and well-being. p5.11 Transforming Education With Universal Design for Learning: Empowering Teachers to Enhance Accessibility and Inclusion in Digital and In-Person Environments Presenting Author: Cristina Sánchez Romero (Spain) This article explores the principles of Universal Design for Learning (UDL) applied to teacher training in both in-person and digital contexts. UDL presents a challenge for both teachers and students, as it must be adaptable to diverse needs and learning styles, ensuring accessibility and equity. Teacher training should focus on how to apply UDL to create inclusive and flexible learning environments, using digital tools and active methodologies that promote the participation of all students. Additionally, a UDL-based evaluation rubric is proposed for designing lesson plans, particularly in Early Childhood Education, to promote inclusion and accessibility of content. The IN-PRO-IN-DE project’s main objective is to train teachers in integrating UDL into the planning of educational activities, both in-person and digital, improving educational quality and access to knowledge for all students. p5.12 Transversal Skills in the Training of Speech Therapists at E2S|P.PORTO to Promote Family Participation It has been a concern of the Scientific Technical Area of Speech Therapy at E2S|P.PORTO to train professionals who use family- centered approaches, which enhance participatory practices. In Bachelor's and Master's curricular units, theoretical references have been deepened regarding professional skills and practices associated with working with families. Given this, we intend to find out whether, in the student's opinion, the curricular units made it possible to develop skills for building consistent relationships with the family and the community; promote the evaluation and construction of appropriate plans for children and their families; and promote teamwork with significant caregivers. In this quantitative and descriptive study, former students responded to a questionnaire prepared by the authors, and the responses were subjected to descriptive statistical analysis. The results indicate a trend of positive responses from students, and that these curricular units enhanced relational and participatory skills in working with the children and families supported. Presenting Author: Marta Joana Pinto (Portugal) Affiliation: School of Health, Polytechnic of Porto Co-Authors: Maria João Gonçalves, Eugénia Magina Affiliation: National Distance Education University (UNED) Co-Authors: Cristina García Vacas, Eva María Muñoz Jiménez
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