To ensure that young children have the best start, early identification of any delays is essential. To achieve this, those who have contact with young children need information about and awareness of children’s development and raising concerns. Educators need to use identified tools and their sound of knowledge about children development effectively to make sure the identification happens as early as possible. Simeonsson (1991, pp.44) has stated that no matter what the level of observational skills by parents or professional, improvements can be made by knowing what to look for. Make sure the exchange of information flows both ways from families and professionals, indeed early childhood services can develop programs that are more responsive to family priorities and more sensitive to children’s individual strengths, preferences and needs. Parents and professionals need to work as partners, and stand in each other’s position better to know each other indeed to help the child effectively. Equally importance knows what to do next to follow up those concerns have identified that educator need to develop the necessary skills beside support and specialist services, children with developmental disabilities and delays have a right to the same learning and social opportunities as other children. Similarly, their families have a right to specialist support services to help them meet their children’s needs and live as normal lives as possible.
Reference:
Simeonsson, R.J. (1991), Early intervention eligibility: A prevention perspective.
Infants and young children, 3(4), 55.
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