A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal

Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood.     

Teaching Play Skills to Children with Disabilities: Research-Based Interventions and Practices

Play is a critical milestone that contributes to the learning and development of young children in multiple ways and is essential to their well-being. Play is also considered as a central component to promote school readiness and incorporates pre-literacy, language and numeracy skills. However, play deficits seem to be acutely apparent in some children with disabilities. This highlights the need to come to terms with the best evidence and explore the promising practices related to improved play skills for young children with disabilities. The purpose of this paper is to provide an overview of play-based learning in early childhood and early childhood special education and provide research-based recommendations on teaching play skills to young children with disabilities.     

Mentoring practices in workplace-based professional preparation: a critical analysis of policy developments in the Italian context

In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still quite rare in European literature. Against this background, the article will describe and critically analyse the characterising features of the university degree for the professional preparation of pre-school teachers in Italy, with a special focus on workplace-based training. In particular, the theoretical underpinnings and shared understandings related to the implementation of mentoring practices within the university course will be explored by drawing on the data collected from documentary sources and interviews with local experts. Findings highlight that the main strengths of mentoring practices within such a programme are: (a) the extended placement periods in early childhood education and care (ECEC) settings which allow prospective teachers to live the culture of practice; (b) the critically reflective component of tutoring practices, which combines theoretical and experiential learning; (c) the strong partnerships built at the local level between ECEC services and universities, which generates reciprocal influences between academic research and educational practices and thus sustains pedagogical innovation. At the same time, the fact that the mentoring role of placement tutors in ECEC institutions is not adequately supported in terms of competence development and workload allocation might potentially undermine the benefits of workplace-based training for students. In addition, the contextualisation of our analysis within the broader landscape of national policy developments in the field of ECEC staff professionalisation revealed that the increased academisation of pre-school teachers professional preparation might lead – in the long term – to a risk of ‘schoolification’ of pedagogical practices enacted within ECEC services. In regards to these issues, the article will raise questions for further consideration and debate.     

Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers

The importance of encouraging language skills in early childhood has been well documented. Educators who are responsible for children in daycare services have many opportunities to use rich and stimulating educational practices that support language acquisition. The purpose of this study was to assess the language-support practices used by 22 educators in ECE centers with 174 children (87 girls and 87 boys) aged 55.7 months on average (SD = 4.2). The Teacher Interaction and Language Rating Scale developed by Girolametto et al. (Teacher interaction and language rating scale, Hanen Centre, Toronto, 2000) was translated and adapted for use in French. Analyses reveal the heterogeneity of language support provided to 4-year-old children attending early childhood education centers in Québec (Canada). Results are discussed in relation to the importance of the educational setting and specific training on language skill development provided to educators around promoting language skills in children, a fundamental prerequisite for educational success.     

Collaborative communication Programming: Providing a Meaning-Based Curriculum to Students With Severe Multiple Disabilities

Speech and language services for students with severe multiple disabilities require a team effort. These students benefit from communication intervention which is part of normal daily routines. Current best practices for all individuals with severe multiple disabilities have focused on adult-life skills needed to access typical community settings. Speech/language services are a valuable resource to this process. Communication is both a fundamental human right and a behavior that occurs naturally across settings in the school and community.     

Digital Media for Low-Income Preschoolers' Effective Science Learning: A Study of iPad Instructions with a Social Development Approach

As digital media devices have been increasingly used in early childhood educational settings, this study examined whether the iPad with a Vygotskian social development approach—namely, More Knowledgeable Other—can be integrated into low-income preschool classrooms to improve science learning. An analysis of variance was used to examine the overall improvement and differences in improvement among English language learners, children with special needs, and children without special needs or English language learner status. Results showed that all participants improved their science learning abilities as a consequence of the iPad instruction. Among all groups, English language learner children benefitted more than the other groups, but only with a game that had less verbal directions. There were no significant differences by gender.     

Early childhood education and special education: how well do they mix? An examination of inclusive practices in early childhood educational settings in Hong Kong

To examine and identify the current inclusive practices in early childhood educational settings in Hong Kong, this qualitative study looks at the support and educational services available for young children with special needs in Hong Kong mainstream preschools as well as the characteristics of early childhood educational settings that support inclusion. Inclusive practices of each of the three preschools involved in the study are presented. Challenges to enhance the quality of inclusion in early childhood educational settings and future possibilities in the field in Hong Kong are also discussed.     

The May Center for Early Childhood Education: description of a continuum of services model for children with autism

Children with autism have complex learning and behavioural challenges which typically require comprehensive educational and therapeutic services. In recent years there have been many developments in the philosophy, methodology, and scope of intervention for this population. Factors such as early intervention, criterion‐referenced assessment, the combination of applied behaviour analysis and developmentally appropriate practices (DAP), parent training, and public school inclusive education have been noteworthy. This article describes a comprehensive continuum of services model for children with autism developed by a human services agency in Massachusetts which incorporates these and additional empirically‐based approaches. Service components, methodologies, and program objectives are described including representative summary data. The article concludes with a discussion of educational, therapeutic, and research issues which address “best practice” approaches toward children with autism.     

An Early Education Pilot Program Using a Developmentally Appropriate Practice for Children With Language and Learning Problems: The Guidelines for the Early Learning (GEL) Program

The Easter Seal Society of Southwest Florida's GEL Program (Guidelines for Early Learning), based on the developmental theories of Piaget and Chomsky, is an early education program using a developmentally appropriate practice for children four to six years old who have demonstrated language, learning, and/or developmental problems. The program staff consists of a multidisciplinary team of early childhood specialists, early childhood educators, a pediatric neurologist, an occupational therapist, and a speech and language pathologist. The program is developmental in nature and was designed to guide and encourage language, cognitive, social, and motor development. This paper describes how this special program was planned and implemented in a nonprofit organization.     

Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher candidates' dispositions toward critical thinking significantly increased after the intervention. In addition, their knowledge about critical thinking and ability to apply critical thinking in their own learning showed growth as well. Curricula implications for early childhood teacher preparation programs and instructional practices for teacher educators are discussed.     

An Early Education Pilot Program Using a Developmentally Appropriate Practice for Children With Language and Learning Problems: The Guidelines for the Early Learning (GEL) Program

The Easter Seal Society of Southwest Florida's GEL Program (Guidelines for Early Learning), based on the developmental theories of Piaget and Chomsky, is an early education program using a developmentally appropriate practice for children four to six years old who have demonstrated language, learning, and/or developmental problems. The program staff consists of a multidisciplinary team of early childhood specialists, early childhood educators, a pediatric neurologist, an occupational therapist, and a speech and language pathologist. The program is developmental in nature and was designed to guide and encourage language, cognitive, social, and motor development. This paper describes how this special program was planned and implemented in a nonprofit organization.     

A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships

High quality early childhood teachers have a wealth of knowledge and use a range of skills in their daily classroom practices, and research has consistently demonstrated the positive influence effective early childhood teachers have on children’s development and long-term outcomes. Given the importance of practicum experiences in the development of effective teachers, exploration and understanding of these experiences for early childhood teacher candidates is warranted. The relationship between the cooperating teacher and teacher candidate can be viewed as a central element in the experience; this relationship influences and is influenced by additional elements within the practicum experience, including: communication, beliefs, fit, knowledge and learning. In this article, each of these elements is explored, and the interrelatedness of the elements within the practicum experience is discussed. A systems perspective is used to describe the multiple elements of the practicum experiences in early childhood teacher preparation programs, not only to explore the practicum experience, but also to develop recommendations and a research agenda.     

Philosophical differences between early childhood education and special education: Issues for school psychologists

Increasingly, professional psychologists are extending their services from school-age children to young handicapped children. Psychological intervention and education issues regarding this group of children are complicated by the fact that the field of early childhood special education itself is in its infancy. This article presents the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this area.     

The Reported Effects of a Systematic Professional Learning Program on the Knowledge,Skills, and Concerns of Australian Early Childhood Educators who Support Young Children Displaying or at Risk of Challenging Behaviours

High-quality early childhood education is a vital experience for young children with and without disabilities. Social and communication experiences in the context of play represent a core curriculum that sets a foundation for later learning and participation. Using a new self-report instrument, this article describes data collected in a large-scale professional learning project in NSW, Australia, that aimed to support early childhood teachers, paraprofessionals and other personnel who directly work with young children, including individuals who present or are at risk of challenging behaviours. Using a case application model of remote and direct coaching support and intervention centred on the input of expert practitioners, the reports of participants were collected before and after a series of three sequential workshops with embedded action research processes for participants. The program was designed to increase social and communicative exchanges and reduce the likelihood of challenging behaviours, by providing a systematic and practical framework for the introduction of functional behavioural assessment and positive support planning. Respondents indicated significant improvements in knowledge and skills after the program, along with decreased concerns in some areas. The paper concludes by discussing potential areas for an expanded research agenda into the professional learning needs of personnel in this field and more broadly within early childhood support systems and services.     

Parental Involvement in Deaf Children's Education Programs as a Predictor of Child's Language, Early Reading, and Social-Emotional Development

This study examined the impact of school-based, teacher-rated parental involvement on four child outcomes: language development, early reading skills, and positive and negative measures of social-emotional development. The 28 children were assessed for outcomes between 9 to 53 months post-graduation from a birth-to-3 early intervention (EI) program for children with hearing loss. Other factors included in the study were child's hearing loss, mother's education level, mother's current communication skills with her child, and maternal use of additional services beyond those offered by the early intervention program or the child's school program. Parental involvement in children's school-based education program is a significant positive predictor to early reading skills but shares considerable variance with maternal communication skill for this outcome. In this study, maternal communication skills and the child's hearing loss were the strongest predictors for language development. Maternal use of additional services was the strongest predictor to poorer social-emotional adjustment. The study's findings indicate that although parental involvement in their deaf child's school-based education program can positively contribute to academic performance, parental communication skill is a more significant predictor for positive language and academic development. Factors associated with parental involvement, maternal communication, and use of additional services are explored and suggestions are offered to enhance parental involvement and communication skills.     

Professional roles and responsibilities in meeting the needs of children with speech,language and communication needs: joint working between educational psychologists and speech and language therapists

There is a large population of children with speech, language and communication needs who have additional special educational needs (SEN). Whilst professional collaboration between education and health professionals is recommended to ensure an integrated delivery of statutory services for this population of children, formal frameworks should be developed for the exchange of information during identification and assessment of needs and planning of intervention strategies. In this study an audit was carried out to examine practical and conceptual issues which might arise in a piloted communication system between educational psychologists and speech and language therapists. Whilst it was found that 62.8% of newly referred children with SEN had some history of co‐existing communication and education needs, it was shown that duplication of work exists and communication is onerous. It was also shown that schools were not fully informed about children’s needs. Joint commissioning of services is required to facilitate individual practitioners in collaborating to serve the needs of these children.     

The impact of an early intervention home visiting experience on student learning in a dual early childhood/special education graduate preservice program

Home visiting is a primary service delivery approach to promote young children’s development and support families. Early Intervention professionals are expected to partner with families to create effective learning experiences in the daily context of routine family life. Concerns about early childhood (special) educators’ readiness to take on this partnership role have been voiced, suggesting explicit learning opportunities are needed within preservice preparation programs. This study explored the impact of an introductory assignment analyzing a videotaped home visit on preservice Early Childhood Education/Early Childhood Special Education students’ learning about home visiting practices. Implications for scaffolding home visiting experiences in preservice preparation are discussed.     

Emergent Literacy in an Early Childhood Classroom: Center Learning to Support the Child with Special Needs

A child with special needs will flourish and benefit from an early childhood environment that empowers learning. Center learning empowers a child to be actively engaged in self-directed learning based on strength, ability, and interest. Center learning can enhance interactive language, story response, art, reading and writing-like behavior, collaboration, buddy activity, and independence. All of these empowering areas of development are strongly related to the child's emergent literacy development. The variety of center learning experiences is limited only by the imagination; this article provides a selection of start-up ideas for the early childhood educator.     

Reconceptualising professionalism in early childhood education: insights from a study carried out in Bologna

This paper explores the issue of early childhood professionalism from a socio-cultural perspective. In particular the article is concerned with how pre-school teachers conceptualise their professionalism by making sense of the work they carry out on an everyday basis in early childhood institutions. In analysing teachers’ perceptions special attention has been paid to the socio-political and historical conditions that have contributed to shaping them. Drawing on a recent empirical study conducted within Bologna province (Italy), contemporary issues in early childhood professionalism are analysed and insights for a possible re-conceptualisation are offered through a critical interpretation of teachers’ perspectives. The findings discussed in the article highlight how a complex conceptualisation of professionalism, building upon continuous learning in relational contexts, is currently challenged by recent neo-liberal influences. In facing these challenges a crucial role will be played by teachers’ collaborative practices in the workplace that, if reclaimed as a space for collective decision-making, could potentially become an arena for rethinking teachers’ professional development in dialogue with local communities.