188
Posters Advancing Comprehensive Early Childhood Intervention
Session 5
ECI INFRASTRUCTURE Topic - Early Care p5.01 The Challenge of Changing an Early Care Center from a Clinical Approach to Recommended Practices in a Municipality of the Province of Buenos Aires, Argentina Presenting Author: Urinovsky Gabriela (Argentina) Affiliation: Hurlingham Neurodevelopment Center, Buenos Aires Province, Argentina Co-author: Maria Laura Odero In June 2024, we began changing the approach of an early childcare center from a clinical method (psychoanalysis) to recommended practices in Early Care. We began training human resources in evidence-based practices and in a transdisciplinary approach, we expanded the age range served (from 3 to 5 years) and included developmental pediatricians. From the beginning we contacted the educational system and community effects, feasible spaces for natural interventions. We took as a transformation framework the guide application and maintenance - an effective approach to service delivery: Stages and steps according to NECTAC. This paper will refer to barriers, challenges and achievements.
ECI INFRASTRUCTURE Topic - Personnel Preparation
p5.03 Creating a Pipeline for Highly Qualified, Multicultural, and Multilingual Early Intervention Professionals Presenting Author: Cindy Gevarter (USA) Affiliation: University of New Mexico Co-Authors: Monique Matute-Chavarria, Chelsea Morris, Sarah Wiegand Across the United States, early childhood special education (ECSE) and early intervention (EI) programs face shortages of highly qualified providers. The ability to recruit, train, and retain providers who can meet the needs of young culturally and linguistically diverse children and their families is amplified in the state of New Mexico (NM). Impacting factors include a lack of an ECSE credential; high rates of low-socioeconomic status; and the state’s rural, multicultural, and multilingual makeup. About 24% of New Mexicans speak Spanish as their primary language, and about 3% primarily speak Diné (Data USA, 2023). In addition, from 2021- 2022, 67% of children receiving EI services in NM were Hispanic and 8% were Native American (New Mexico Early Childhood Education and Care Department, 2023). Considering findings from Yazzie/Martínez v. State of NM, the NM legislature has acknowledged the need to recruit and retain diverse EI/ECSE professionals, and to integrate the cultural strengths of the population into curriculum. In response to these needs, the US Department of Education awarded four training grants (across two NM institutions) dedicated to creating a pipeline for highly qualified, diverse, multilingual, and culturally responsive ECSE/EI professionals. In this presentation, grant project directors will describe their (a) challenges and solutions for recruitment, (b) curriculum and competencies, and (c) activities such as mentorship, leadership training, and clinical experiences. The aim will be to provide examples of how higher education programs across the globe can help address shortages of highly qualified, diverse, and multilingual ESCE/EI professionals. p5.02 ARITA Was Born as a Service Network Linked to Other Networks and Consolidates the Dissemination of Good Practices in Early Care Presenting Author: Maria Laura Odera (Argentina) Affiliation: Argentine Early Intervention Network Association (ARITA) The Argentine Early Intervention Network Association (ARITA) has been working for 24 years promoting the development and care of children. In 2024, collaborative work was carried out with other networks that share the same objectives and with national and international universities that offer training on this topic, reinforcing the transmission of knowledge. From ARITA, actions were carried out to disseminate the Recommended Practices in Early Care of 1,800 health professionals, 1,920 initial level teachers and 80 university students. The training sessions took place in two Argentine provinces, 4 municipalities and 1 university. With other AEIPI associations, ALDID, virtual meetings were held based on shared interests in the region. ARITA joined the Latin American Committee of Recommended Practices. Among other actions is the commitment to validate the AEPS in Argentina.
p5.04 Diversity and Inclusion in Early Childhood Job-Embedded Coaching: A Systematic Review Presenting Author: Elizabeth Steed Affiliation: University of Oregon Co-Authors: Selena Killin, Tessa Kranski, Asha Yadav
Job-embedded coaching has emerged as a promising approach in early childhood professional development, with growing evidence of its positive impact on teaching practices and child outcomes (Artman-Meeker, 2015). This study examines the representation and inclusion of diverse participants in the job-embedded coaching literature. Through a systematic review, we investigate the reporting of demographic characteristics, the percentage of participants from various backgrounds, and methods used for recruiting and retaining diverse participants. Our research addresses three key questions: (1) the prevalence of demographic reporting in job- embedded coaching literature; (2) the representation of diverse participants across different outcome measures; and (3) the strategies employed to recruit and retain a diverse participant pool. This review contributes to our understanding of diversity and inclusion in early childhood coaching literature. By synthesizing current practices and highlighting areas for improvement, we aim to inform future research and promote more inclusive approaches in early childhood studies.
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