Ecology of professional development and research in Early Childhood Intervention This paper aims to present the process of creating and implementing a new approach to research in Early Childhood Intervention (EIC), in the context of a Master in Special Education – Early Intervention (2010-2012). In this Post-Bologna master course, students are required to construct an original and innovative Project in one semester (30 ECTS), focused on a concrete need/problem in the ECI domain. The purpose is to expand practical knowledge, rehearse the articulation among theory and practice, and improve concrete professional skills, especially to enhance professional and personal competence, trust and compromise in working collaboratively with families, professionals and communities. Thus, the theoretical/conceptual framework is embedded in an ecological approach, that considers contemporary macro research, policy and practice perspectives in ECI (comprehensive dimension), the more immediate social/situational environment where projects are contextualized (situated dimension), and the micro/individualized relationship between the supervisor and the student (tutorial dimension). The presentation will particularly focus the tutorial dimension, and its pedagogy, considering the diversity of students’ characteristics (background knowledge and experience, particular interests and needs). For this purpose, a qualitative methodology was chosen - based on observations, field notes/diaries, and student’s written documentation – seeking to attain a rich and in-depth understanding of the process. The main findings of this exploratory study indicate a personal and professional impact of the chosen ecological research approach on master students, with direct implications for practice in ECI, namely in what concerns a preventive, collaborative, family focused perspective. Keywords - Research in ECI; Professional Training and Tutoring in ECI.

1. Ecology of professional development and research
in Early Childhood Intervention
13th September 2012
Ana Teresa Brito Nascimento PhD
UIED Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa;
Fundação Brazelton/Gomes-Pedro para as Ciências do Bebé e da Família
Associate Fellow at CEDAR - University of Warwick
Unidade de Investigação
Educação e Desenvolvimento

2.  Highlight the complex and vibrant process of creating and
implementing a new approach to investigation in Early
Childhood Intervention (ECI), in the context of a Master in
Special Education – Early Intervention (2010-2012)
2

3. 1. Developing a Curriculum 2. Implementing the
for Early Childhood master training
Intervention (master) Training process and
delivery
Professional
development and
research in ECI
4. Impact in all involved 3. Final Research Project
and in future in ECI – conceptual and
investigation tutorial options
3

4. The heartbeat of Early Intervention Today
Family-centered care
Team process
Natural and inclusive environments
Bruder, 2010
need to implement…
comprehensive systems of professional development
4

5. EBIFF
European Passport
University on Professional
Curriculums in Training in Early
ECI in Portugal Childhood
Intervention
ESEI Maria Ulrich
Specialists in College’s
the filed educational and
pedagogical
principles, values
and project
5

6. 2nd and 3rd semester 1st semester
Joint action of
parents,
professionals and
experts in ECI from
sixteen European
countries
2nd semester
6

7. 1st semester
Scientific
Key areas Curricular Units domain ECTS
(1)
Fundamental Concepts in Early Childhood Intervention Special Edu. 4
Edu.
Biological, psychological and social development Sciences
4
1 - Recognition/
detection Children at risk - establish, biologic and environmental Special Edu. 4
Models and evaluation instruments in ECI Special Edu. 5
Edu
Analysis of family systems Sciences
4
2 - Joining the Family systems and the child with special needs Special Edu. 4
family
Family Centered Intervention - Individualized Family
Special Edu. 5
Service Plan (PIAF)
7

8. 2nd semester
Scientific
Key areas Curricular Units domain ECTS
(1)
Working in a transdisciplinary team – basic processes
Special Edu. 4
3 – Teamwork and dimensions
Teams in ECI – functions and roles Special Edu. 5
4 – Personal
Communication and interpersonal relations in ECI Special Edu. 6
competences
Methodologies of Investigation in Education Special Edu. 5
5 – Practical
Transfer and Internship in Early Childhood Intervention Special Edu. 10
investigation in 3rd semester
Early Childhood
Special Edu.
intervention Investigation Project in Early Childhood Intervention 30
8

9. Curriculum for Early Childhood Intervention Master
3 semesters 180 ECTS
Key Areas Curricular Units Main objectives/contents
Fundamental Fundamental concepts in Understand the contemporary concepts and organizational
contemporary Early Intervention models in EI, and its evolution over time; being aware of the
concepts in relationship between the IP best practices, and its
theoretical and historical background.
Early
Beginning of a process of questioning perceptions, feelings, values​​, roles,
Childhood
behaviors, practices and interactions with families and children, from
Beginning… first Semester
Intervention
training strategies of self-assessment and reflection – Individual Portfolio
1. Recognition Biological, psychological Holistic Knowledge about child development; knowing and
/ detection; and socio-emotional understanding children’s characteristics and needs.
Development
Touchpoints Model, as a fundamental reference for shared understanding with the
family of the different stages of child development and strengthening of parenting
skills.
Children at Risk – Understanding risk and different risk factors and what can
established, biological and affect typical development, in terms of bio-psycho-social.
environmental Meeting the individualized needs of young children with
special needs and their families.
Models and assessment Assessment methods and materials
tools in Early Intervention Accommodation to (1) children’s developmental and
disability-specific characteristics (2) family needs.
Parents/family members as partners in the assessment.
9

10. Although the curriculum was built with care, attentiveness
and shared intentionally, we believe its true meaning could
only be reached by being able to meet students with the
same consideration, respect, responsibility and expectation
we want them to meet children and their families, with
whom they will work in the future.
10

11. 24 female students Recognizing that the
increasing diversity
Age - 23 to 53 of ages, experience and
professional status
Initial training - students bring with them
24 Early Childhood Educators
is a challenge and… an
10 students with complementary studies opportunity!
in Special Education
Years of experience - Between 0 and 25 years All master students were
there with a huge desire to
Less than 5 – 2 students "drink" all the information
and acquire as much
From 5 to 9 years – 12 students From 10 to 14 – 8 students
knowledge and experience as
From 21 to 25 years – 2 students we could… (ms1)
11

12.  Maintaining a safe environment, encouraging students
to share their ideas and feelings in a warm atmosphere
of acceptance, respect, understanding and trust
between all involved.
 Becoming "part" of the environment, as a participant
observer, connecting subjects and people in a positive,
enthusiastic, but discrete way…
12

13.  I think this Masters was thought with much rigor, with a sequence
that gave us the chance to internalize knowledge and adjust it,
opening our horizons and changing forever our vision towards a child,
a family or an unknown situation. It was transforming and at times
disconcerting when we were confronted with issues that questioned
almost everything we had for granted.(ms8)
 I believe methodologies of teaching and learning were especially
appropriate, because they made each student sensitive to the
importance of knowing how to understand, respect and listen to each
family. On the other hand, they provided technical and analytical
tools that allowed appropriate assessment and intervention. (ms6)
13

14.  Teachers were very creative and demanding, but at the same time,
close to the students with great willingness to share our experience
and our doubts. Seminars with families and professionals were
exceptionally interesting, of an inexplicable richness...(ms2)
 Students enriched not only the course contents but also enabled an
important exchange of experiences, leading to reflection on existing
practices. Intense moments were experienced inside and outside the
classroom, rich in the emotional, relational and professional levels.
(ms1)
 I emphasize the excellent level of cooperation between the School
and the partners involved and its innovative character, with a very
comprehensive and practice-oriented programme. (s10)
14

15. Building a common language
Using the Guiding Principles of the Touchpoints Model
to empower student’s proficiency to work together with families and children
©2005 Brazelton Touchpoints Center TM
15

16. Paradigm shift
Paradigm shift
Source: Brazelton & Sparrow (2005)
Touchpoints Model
Paradigm shift
From… To…
Deficit Model Positive Model
Linear Development Multidimensional Development
Prescriptive Collaborative
Objective Involvement Empathic Involvement
Strict Discipline Boundaries Flexible Discipline Boundaries
Source: Brazelton & Sparrow (2005)
16

17. Paradigm shift
Paradigm shift
Source: Brazelton & Sparrow (2005)
Touchpoints Guiding Principles
Value and understand the relationship between you and the parent
Use the behavior of the child as your language
Value passion wherever you find it
Focus on the parent-child relationship
Look for opportunities to support mastery
Recognize the beliefs and biases that you bring to the interaction
Be willing to discuss matters that go beyond your traditional role
Source: Brazelton & Sparrow (2005)
17

18. Paradigm shift
Paradigm shift
Source: Brazelton & Sparrow (2005)
LIGA’s input contributes to a deeper reflection on the master contents -
more informed, critical and sensitive – namely by the application and
translation of the concepts and principles studied in the everyday
practices with children and their families.
18

19. Paradigm shift
Paradigm shift
Source: Brazelton & Sparrow (2005)
LIGA’s Early Intervention Team include individuals from multiple
professional disciplines (physiatrists, social workers, psychologists,
speech therapists, physiotherapists, occupational therapists, ect.) and
Families.
The fundamental role of families in the delivery of training activities
is one of the major challenges of the master.
19

20. Agrupamento de Escolas de Alapraia | ELI Cascais
APERCIM | ELI Mafra
APPDA – Lisboa | CRI
CERCI Lisboa | ELI Lisboa Oriental
 CERCI Moita Barreiro | ELI Moita
 ELI Odemira
Equipa de Intervenção Precoce de Odivelas
Equipa de IP do Agrupamento dos Olivais | ELI Lisboa Oriental
Escolas D. Carlos I – Sintra
 Fundação LIGA | Lisboa
Os Francisquinhos | ELI - Norte de Lisboa
ELI’s – Local Intervention Teams
20

21.  The field experience was the best experience of this master! (ms3)
 I was fortunate to join a local intervention team that tries to apply many of the
key contents of ECI, which were addressed throughout the training. They
shared their practices, their doubts, fears and joys.
All I had learned during training was being experienced – valuing the family,
their capacities, promoting autonomy and self-esteem, increasing their skills,
so that they were increasingly able to care for their children and less dependent
on services.(ms1)
 Observing and experiencing the daily routine of an ECI professional was
probably one of the most interesting and ambiguous experiences throughout
my academic career. If on one hand it was fantastic to go to the field with an ECI
professional, on the other it was frustrating to see the limitations imposed by
the environment that surrounds all her work. With this practitioner I learned
training in this area is essential and indispensable. (ms8)
21

22. Real learning gets to the heart of what it means to be human.
Through learning we re-create ourselves. Through learning we
become able to do something we never were able to do.
Through learning we repercieve the world and our relationship
to it. Through learning we extend our capacity to create, to be
part of the generative process of life. There is within each of us
a deep hunger for this type of learning.
Senge,2005
22

23.  In this Post-Bologna Master, students were required to construct an
original and innovative Project in one semester (30ECTS), focused on
of a concrete need/ problem in the ECI domain.
 The intention is to expand practical knowledge, experiment the
results of articulating theory and practice, and improve concrete
professional skills in ECI, therefore increasing professional and
personal competence, trust and compromise in working in a
collaborative way with families, professionals and communities.
23

24. What we come to see depends upon what we seek, and what
we seek depends upon what we know how to say. . . Whatever
it is we think we know is a function of a transaction between
the qualities of the world we cannot know in their pure,
nonmediated form, and the frames of reference, personal skills,
and individual histories we bring to them.
Eisner, 1992
24

25. We must approach one another with genuine curiosity, authentic questions,
and attentive listening.
Sara Lawrence-Lightfoot, 2010
• The tutorial guidance was decisive not only for all the theoretical support and
help in compliance with rules and organization of the whole research process,
but also for all the right words of encouragement, in good and less good
times. (ms9)
 The tutorial guidance was featured by the rigor, engagement, commitment,
understanding, unconditional support, patience, enthusiasm, sharing,
collaboration... (ms10)
 I felt that the guidance given, led to a sense of individual journey of research
and to sustain a constant need to not lose the meaning of what I was looking
for in my process of investigation. (ms11)
25

26. Contemporary macro
research, policy and
practice perspectives in
ECI
Comprehensive
The heartbeat of ECI Today dimension
•Family-centered care Social/situational
environment where
•Team process projects are
•Natural and inclusive contextualized
environments
Situated
Bruder, 2010
dimension
Master’s contents
and processes;
relationship between
the supervisor and
the student
Tutorial
dimension
26

27. 27

28. Critical/ sustained reflection on previous special education studies (3)
Inclusion of a Child with ASD – peer
group impact (1)
Language promotion in ECI and Early
Childhood Education and care (1)
Natural and inclusive environments
Touchpoints Reflective Practice (2)
Team work Educators perspectives about ECI (1)
The preventive and supportive role of
early childhood educators in ECI -
Family centered approach working with families (4)
Listening to families (5)
Working with families (1)
28

29.  Undertaking the project, was by far the most difficult and demanding task to
accomplish (ms2)
 It was not only about achieving a deeper theory knowledge on early intervention
but also about the importance of research itself (ms4)
 The research project meant growing and learning about how to "read" reality, and
how to write with a different accuracy (ms9)
 To embrace this project it was essential to involve all actors and be available for
change. (ms3)
 The research project surprised me in all its phases, becoming a real challenge. It
was extremely engaging, enriching and transforming. It was difficult to deal with
aspects which call into ethics and personal and professional values . . . The
research project gave me the opportunity to reflect my practice and improve
aspects of the intervention. (ms10)
29

30.  When I choose the subject of my project I could not imagine the dimensions that
this could have, how I would feel "richer“ with this new knowledge… Today I
believe that ECI is a particularly demanding professional area – it asks for you to
work with your heart, bringing together all the knowledge to every child, from
every family. (ms17)
 The master allowed us to stop and reflect on our educational practice and opened
our horizons to a new family centered paradigm which inspires us to a universal
model of education, expanding from the domain of Early Intervention to the field
of Early Childhood Education. (ms18)
 The investigation process is the end of a hard but above all rewarding journey. It's
getting to the top of the mountain and be marveled by the vast landscape that,
after all, had for so long been around us… (ms1)
30

31. The main findings of this exploratory study, thus point to a personal and
professional impact of this ecological research approach on master
students, with direct implications for practice in ECI, namely in what
concerns a preventive, collaborative, family focused perspective.
Impact in future investigation – post-doctoral research
Training and personnel preparation in Early Childhood Intervention - a research
on training conducted in the UK and Portugal, in order to outline Recommended
Practices for high quality training and professional development in this area.
31

32. Certainly the disciplinary and clinical knowledge that you bring to
interactions with families, whether it is health, social work, or child
development, should be utilized to the fullest extent. It is what has
brought you to work with this family.
However, the manner in which it is used is critical in whether that
expertise has any true effect. It can be used in a manner that affirms a
child and family's competence, or in a manner that diminishes that
competence.
Edgar Shein, 2009
Undressing the bias of being the experts and technicians, with
whom we identified ourselves in early training, was undoubtedly
the most difficult but most important thing to gain in order to
achieve real quality in Early Intervention. (ms4)
32

33. 33