| CODE | IAL3004 | ||||||||||||||||
| TITLE | Early Childhood Intervention: A Family Centred Approach | ||||||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||||||||||
| MQF LEVEL | 6 | ||||||||||||||||
| ECTS CREDITS | 4 | ||||||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||||||
| DESCRIPTION | In this study-unit, students will approach early intervention as a family-centred practice and as a comprehensive support system for children with additional needs. Students will also become familiar with the design and provision of early intervention that is centred on family-professional partnerships. In addition, this unit addresses the transition of infants across multiple contexts, while in early childhood services. Students will look at principles of inclusion, individual differences, observations and aspects of a multidisciplinary assessment in ways that help maximise children鈥檚 developmental outcomes. Students will evaluate the importance of a transdisciplinary teamwork that includes the caregivers of the child. Study-unit Aims: Students will be: 鈥� provided with an overview of knowledge base and practice within the field of Early Intervention; 鈥� provided with a firm understanding of the development of young children with varying abilities; 鈥� introduced to a number of Early Intervention Programmes and approaches and, specifically, to the Portage Model and its implementation with emphasis on task analysis, teaching objectives and evaluation; 鈥� provided with a firm understanding to the evolution of family - professional practice; 鈥� able to understand the necessity of transdisciplinary teamwork, which includes the caregivers. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: 鈥� identify the important concepts and principles underlying the provision of effective early intervention; 鈥� apply the principles of inclusion in the design of Early Intervention programmes; 鈥� distinguish between varied approaches to early intervention programmes; 鈥� demonstrate their knowledge about the significance of multi-disciplinary teamwork and family-professional partnerships; 鈥� describe a number of practical early intervention techniques; and 鈥� discuss the impact of early intervention techniques implementation on the learner鈥檚 development. 2. Skills By the end of the study-unit the student will be able to: 鈥� analyse and evaluate effective early intervention strategies and techniques; 鈥� search for existing knowledge in the field of Early Intervention from various sources; 鈥� work in groups and to deliver oral presentations. Main Text/s and any supplementary readings: Main reading: - Shonkoff J., Meisels S., (2000). Handbook of early childhood intervention. (2nd ed.) Cambridge University Press. |
||||||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||||||
| LECTURER/S | Jonathan Borg |
||||||||||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||||||||||||