Child Studies

Early Childhood Intervention: The Perspective of Families

Vânia Oliveira, Catarina Grande — Fri, 12 Jul 2024 00:00:00 +0000

The study explores how families in North Portugal perceive professional practices of Local Early Intervention Teams (LIT) within the Portuguese Nacional System of Early Childhood Intervention (Sistema Nacional de Intervenção Precoce na Infância - SNIPI), fourteen years after the publication of Decree-Law 281/2009.

Thirty-five families with children aged 0-6, receiving LIT intervention for at least two years, participated. The research employed a qualitative approach, involving semi-structured interviews. Data analysis utilized content analysis to categorize responses.

Overall, the findings indicate that many families expressed satisfaction with LIT assistance but noted areas lacking a family-centered approach. Families also highlighted challenges and suggestions for improvement. The study offers insights for enhancing Early Childhood Intervention (ECI) services under SNIPI, by incorporating direct family perspectives.

Evidence-Based Practices in an Early Intervention service in Spain: the voice of families

Patricia Carla de Souza Della Barba, Margarita Cañadas — Fri, 12 Jul 2024 00:00:00 +0000

This study was carried out at the Centro de Atención Temprana y Escuela Infantil L'Alqueria, Universidad Catolica de Valencia, as part of the Observatorio Internacional de Atención Temprana y Desarrollo Infantil (International Observatory of Early Childhood Intervention and Development), and its aim was to identify the families' perceptions and role in the intervention process, the child's development, the quality of family life and their own empowerment. It involved the participation of a final sample of five families accompanied by four professionals for 11 months. The source of data used was audio recordings of the families, transcribed by the researcher, and the application of instruments before and after six months of intervention, which were analysed qualitatively. The analysis focused on the families' perceptions of the intervention process, child development, family quality of life and empowerment. The results indicate that families perceive the intervention as support, feel empowered to act in the contexts, learn strategies for child development and identify learning opportunities in their routines. Communication is valued, showing that families have a voice in the intervention process. The responses to the instruments indicate that families have a positive view of their children's development and perceive an improvement in the quality of family life. These findings point to the importance of evidence-based practices in Early Intervention.

Interactions between children in preschool: perception of differences in the school inclusion process for children with autism

Andrea Perosa Saigh Jurdi, Alanis Raabe Honorio da Silva — Fri, 12 Jul 2024 00:00:00 +0000

This qualitative research used participant observation in an early childhood education class to understand how children perceive differences among their peers, especially in their relationships with students with autism. A teacher and 28 students aged four to six years participated, two of whom were autistic. Observation was carried out from February to May 2023. The results indicate that the behaviour and relationships that children establish with students with autism vary depending on the level of commitment and interaction that these students present. However, students’ receptivity and acceptance of the differences presented by students with autism were positive, helping them with pedagogical or daily life activities, when necessary. The teacher’s actions brought children closer together and their understanding of their classmates.

Family’s childbearing challenges during transition to preschool: a qualitative study

Fri, 12 Jul 2024 00:00:00 +0000

Background: Time spent with children positively influences their behaviour and cognitive development, benefiting families as well. However, not all families, especially those in developmental transitions, can interact with their children equally. Objective: This study aimed to explore and describe the families’ childbearing challenges during the children´s transition to preschool. Method: Education and health professionals, paired with families with three-year-old children, participated in two focus groups. Semi-structured interviews were conducted, and content analysis followed Bardin's assumptions. Findings: Three categories emerged: "time to be a child," "time to be a family" (with subcategory "time for routine and roles"), and "time for external engagement" (e.g., childcare and health systems). Increased time commitments and managing children's demands were cited as primary challenges. Consistent information from external sources was deemed essential for family well-being. Conclusion: Childbearing during transition to preschool presents families time-related challenges, calling for family support tailored to address them.

Enhancing communicative skills in early childhood education: the role of the oral tradition and phonics

Ana Maria Montero Ramirez — Fri, 12 Jul 2024 00:00:00 +0000

This article is based on the reflection of the oral tradition and phonics in the communicative experience in early childhood education. The communicative experience in early childhood education is enriched through the oral tradition. Children learn to listen actively, imagine vividly, and express themselves creatively using those communicative experiences: Oral tradition and phonics. This article also explores the importance of oral tradition and phonics, because oral tradition is the use of phonics in the process of learning communicative skills in children. Phonics is a method of teaching by understanding how letters sound, children can string them together to form words and communicate effectively. The article aims to conclude that cultural transmission is also enriched through oral tradition within educational practices, factors that strengthen oral and communicative skills in early childhood education, such as phonetic practices, should be taken into account.

First years: development, early childhood intervention, and inclusion

Ana Almeida, Ana Paula Pereira, Ana Serrano — Fri, 12 Jul 2024 00:00:00 +0000