190
Posters Advancing Comprehensive Early Childhood Intervention
Session 5
ECI INFRASTRUCTURE Topic - Personnel Preparation
p5.08 Infusing Field Experiences With Curriculum in Blended Early Childhood/Early Childhood Special Education Educator Preparation Programs Presenting Author: Megan Purcell (USA) Affiliation: Purdue University Co-Authors: Shawna Harbin, Elizabeth Schlesinger-Devlin Individuals preparing to be educators often have mixed emotions regarding their confidence and abilities in offering learning environments for children with and without disabilities and developmental delays. This presentation will demonstrate how a blended early childhood education/early childhood special education educator preparation program uses field experiences infused with coursework to support teacher candidate professional skills and confidence in offering learning environments that support all young children. p5.09 Interprofessional Competency Outcomes of Early Childhood and Social Work Preparation Program Presenting Author: Renee Hepperlen (USA) Affiliation: University of St. Thomas Co-Authors: Bonnie Ingelin, Lynn Stansberry Brusnahan U.S. policy and professional organizations recommend teamwork and collaboration among service providers as an effective way to support the development of children demonstrating delays. Bricker and colleagues (2022) suggested that EI/ECSE preparation programs use interprofessional competencies developed through health education. This poster describes a pre-professional training intervention supporting ECSE and social work graduate students in developing their interprofessional practice with healthcare competencies guiding this work. Monthly training with ECSE and social work trainees focuses on the four competencies of values and ethics of interprofessional practice, roles and responsibilities, interprofessional communication, and teams and teamwork. This poster presents three cohorts of pre- and post-outcomes on interprofessional competencies using an adapted self- assessment tool designed for healthcare use (Dow et al., 2014). The growing complexity of children’s needs requires collaboration among professionals to provide equitable, inclusive, and just services to families. Knowledge and skills linked with communication and teamwork are foundational interprofessional components. p5.10 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. p5.11 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.
Made with FlippingBook - professional solution for displaying marketing and sales documents online