Earlychildhood education early intervention

1. APPROACHES TO ASSESSING EARLY PARENT-CHILD INTERACTION
1.Used to advance empirical
knowledge about importance
& nature of interaction.
to design & evaluate
intervention effort
The issues
a) Setting
b) Contextual
Recommendation
Incorporating
assessment information
into intervention efforts
designed to facilitate
mutually satisfying
parent child interaction
1. Important assessment approaches
2. Discuss about

2. THE SETTING
Kelly et al. (1996) suggest home setting is optimal place for assessing needs
to develop appropriate intervention goal that include restructuring the
physical environment & family routines
For intervention purpose
-Build rapport with family to
observe spontaneous, talk
normally to get information used
in ongoing intervention plan
Assessment Period
-2 home visit ( observe & interact
with family)
- clinic session ( collect information)
Method
- combination of interview &
home observation that involve
the mother
Berman & Shaw (1996) some families are comfortable with professionals coming to their
homes, other parents may prefer to meet at program site. Its important for families to
have choice in setting, timing personal for all assessment experience

3. THE CONTEXT
- In which observation are made can have a substantial impact on how
parents & infant behave ( Mahoney, Spiker & Boyce 1996)
- The length of observation may contributes different outcomes between
parent-infant dyad & the person handling observation
Assessment period
-5 or 4 week period
-include interview mother
revealing the mothers
historical perspective on
mothering & her current view
of her baby & their interaction
For intervention purpose
-view as 1st step in treatment
process
Its important to observe behaviors as they occur naturally within a broad array
situations with an observer who has already established rapport & trust with the
parent & child.

4. RECOMMENDATIONS FOR ASSESMENT OF PARENT-CHILD INTERACTION
1. RECOGNIZE THE IMPORANCE OE THE PARENT-PROFESIONAL RELATIONSHIOP
2. DETERMINE WHAT ASSISTANCE NEEDED
3.ASSES INDIVIDUAL PARENT & CHILD CHARACTHERISTICS & RECIPROCITY
4. RESPECT INDIVIDUAL VALUES & PREFERENCE
5. USE AN APPROACH IN WHICH THE PARENT REMAINS IN CONTACT WITH CHILD
6. USE A JOINT PARENT-PROFESIONAL ASSESMENT PROCESS
7. EMPHASIZE THE POSITIVE
8. MAKE ASSESSMENT ONGOING PROCESS

5. RECOGNIZE IMPORTANCE OF PARENT-PROFESIONAL RELATIONSHIP
Professional Attitudes
• Emphatic & responsive (ability to listen primary
concern, validate their importance & help parents
access other services).
Human connectedness
• No personal relationship (may develop sense of
trust/share feeling & observation & develop treatment
plans)

6. DETERMINE WHAT ASSISTANCE NEEDED
1st
• Listen to the primary concern
• Help with the concern
• Focus on parent-child interaction
2nd
• Should be prepared to recognize & support relationship that are
filled with sensitive, responsive & growth promoting interaction.
3rd
• Should assist when symptoms appear that are disruptive in daily
life

7. ASSESS INDIVIDUAL PARENT & CHILD CHARACTERISTICS &
RECIPROCITY.
Focus attention in assessment practices
• Specifically, parent & child initiating & responding behavior should
be examined, as well as the contingency & mutuality present in
the interaction.
Observe the child’s attempts to self regulate
What is the degree of compatibility between parent-
child

8. RESPECT INDIVIDUAL VALUES PREFERENCE
Hanson, Lynch & Wayman(1990) discussed 4 critical elements for
developing respect for individual cultural difference
• Clarification of the interventionist own values & assumption
• Collection analysis of ethnographic information related to the community in
which the family resides.
• Determination of the degree to which the family operates transculturally
• Examination of the family orientation to specific child-rearing issues
Communication skills
• Ability to respect individual differences, open mindedness & flexibility to parents
Child experience must be understood within the cultural context
of the child & family (Greenspan & Meisels ,1996)

9. USE AN APPROACH IN WHICH THE PARENT REMAINS IN CONTACT WITH THE
CHILD
PARENT CHILDINTERACTION
PROFESIONAL
Give
information
about their
child
Assessment
&
intervention

10. PARENT PROFESIONALASSESSEMENT
Discussion
Information from
the parent
Ask parent
Videotape
Parent-child
interaction
USE A JOINT PARENT-PROFESSIONAL ASSESMENT PROCESS

11. • To avoid cultural bias & mistaken assumptionInformation
• Parent description of the child abilities & developmental the
observations of the child within the family context ,Greenspan
& Meisels (1996)
• Can identify ways parents have found to support their child as
well as interactional patterns that are of concern to them
Discussion
• Parent view of their baby/ what parent think about relationship
with the baby/how professional can help
• Avoid jargon/question with genuine interest/reaching hasty
conclusion that may be based on their own biases
Asked
• parent comment on the positive aspects of interaction, controls
the pace, adding information about relationship their choose.
• Professional add input & concentrate positive aspects .
Videotape

12. EMPHASIZE THE POSITIVE
Feedback
• About interaction should be as positive &
nonjudgmental
• During child-parent interaction should be sensitively
paced, in which the parent behavioral cues used as
feedback
Information
• About child development should be given by the
context of the interaction
• Avoid authoritarian perspective

13. MAKE ASSESMENT AN ONGOING PROCESS
The parental needs & the parent-child
relationship can change over time
• Professional should continue to check with the parent
about their perceptions of what is happening
• be a close observer of behavioral change during
intervention & how such changes may affect the
relationship.