Birth to three matters - Communities and Local Government

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As we have found over and over againthroughout this review, babies and youngchildren are primed to try to ‘make sense’of the context in which they findthemselves and to be responsive to warm,loving adults with whom they haveformed their primary attachments.Thus this leads us to ask,as Rodd (1996)did – what is ‘normal behaviour’ forchildren aged one and two, since thisseems to trigger parents’ unfortunatereactions. Jill Rodd argues that it isimportant to be informed about children’sdevelopment during this phase, forexample, because‘Sensitive early childhood professionalsunderstand toddlers’ needs for choiceand decision making opportunities. Theyunderstand that a two year old might evensay no when she means yes and aretolerant of toddlers’ changes of mind. Theyprovide opportunities for toddlers tocooperate by not demanding compliancewith a demand but rather by offeringsimple alternatives for how the needs ofthe situation might be met. …If childrendo not feel that they are autonomous andindependent beings, they may displaydevelopmentally immature anddependent behaviours and will find itdifficult to display initiative later’ (Rodd1996:22-23 – our italics).In the light of the research conclusionsoutlined above it is important to note thedebate about ADHD (Attention DeficitHyperactive Disorder) and the use of thedrug Ritalin (usually with school agechildren).(See for example Llana andCrismon 1999; Kong 1995;Kwasman et al1995; Marshall 2000; Tillery et al 2000).It would seem that whatever the cause,problems in the early years of childhoodmay indicate potential for difficulties (suchas antisocial behaviour, or mental illness)later in life, according to the BMA (1999).They add that effective interventions inthe form of non-stigmatising parentingprogrammes in which any parent mayenrol are proving effective. Examples ofvoluntary sector support for parentsinclude:- Homestart; Newpin; Pippin;Positive Parenting; Mellow Parenting.EARLY INTERVENTION STUDIES AIMED ATIMPROVING INFANT HEALTH AND WELL BEINGHow theories have influencedintervention programmesA comprehensive study of earlyintervention programmes, research andtheory in the USA (Meisels and Shonkoff1990), explored different approaches tointervention, and their underpinningrationales. In this collection of papers,Gallagher (1990) explains five differentperspectives, which are based on differentassumptions, and which form the basis fordifferent programmes. Most programmesadopt approaches based on a mix of theseassumptions. The assumptions are:-Changing children will change otherfamily members (children withdevelopmental delay may have anegative impact on the family; a familythat is in trouble will respond better ifthe child’s needs are being met);135
Providing information and teachingparenting skills can change families(parents may have inaccurate orincomplete information, be frustratedat their own inability to enhance theirchild’s behaviour or learning);Personal counselling can changefamilies (people can have negativeperceptions of themselves and theirabilities);Increasing parental empowerment canchange families (better resources,changing a poor environment, reducingstress and sharing responsibility reducethe impact of an unhealthy context).(Adapted from Gallagher 1990:543).In a rev i ew of the re s e a rch ev i d e n ce one a rly inte rve ntions to enhance the ment a lhealth of children and their familiescompiled for the Me ntal He a l t hFo u n d at i o n ,Ba rnes and Fre u d e - La g eva rd i(2002) conclude that prog rammes need tobe po s i t i ve, n o n - d e f i c i t, c u l t u ra l ly sensitive,s ys temic (based on an eco l og i cal mod e l )and so matched to part i c i p a nt s’ n e e d s.Such prog rammes need to be targ e ted onat - risk co m m u n i t i e s, those with high rate sof pove rty, single and adolesce ntp a re nt h ood, and invo lve both children andp a re nt s, without stigmatising individuals.Their rev i ew indicates that bo t hp ro fessionals and para - p ro fe s s i o n a l s,wo rking alongside families, should sharedecision making and that both pre- andpo s t - n atal inte rve ntions which do not tryto ope rate on too many fro nts at the sametime are like ly to prove most effe ct i ve. On eof their most telling state m e nts co n ce rn sthe impo rt a n ce of ‘a reasonable sat i s f y i n gt h e ra peutic re l at i o n s h i p’ ( Ba rnes andFre u d e - La g eva rdi 2002: 46 ), w h i c h , if note s t a b l i s h e d, cannot be co m pe n s ated fo rt h rough lengthy inte rve nt i o n s. In otherwo rd s, ra p po rt be tween wo rkers andfamilies is essential (Se i fer et al 1991 ).Fawcett’s (2001) review of early childhoodinterventions related to special needs forthe DfES concludes, inter alia:-the need to move to a ‘joined up’ modelof deliveryto build on the model of Sure Start inareas of moderate disadvantageto accept that some ‘false positives’ willbe identified, who will later prove theintervention to have been unnecessaryto build the potential of parents andparaprofessionals for effective and costeffectiveidentification and interventionharness the natural involvement ofparents to build parenting skillsprovide for accreditation of priorexperience and learning towardsqualifications for paraprofessionalsprovide training for ECEC personnelwhich bridges the health-educationdivideprovide training through a variety ofmodels, including distance and parttimeresidential coursesimprove interagency communication,understanding and mutual respectring fence funding for identificationand intervention for children from 0-2fund further research136 EDUCATION ANDSKILLS B I RT H T O T H R E E M AT T E R S
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AcknowledgementsThe authors and pub
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Relationships with other people (bo
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policies for families. So this lite
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etween three and nine years old whi
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0 - 8 months: Heads Up, Lookers and
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e a rliest ye a r s’ 1 , is the c
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distinguish between things, and tha
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Chapter 2Influential research and t
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THE ISSUE OF THEORIES AS CULTURALCO
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p a rt i c u l a rly in re l ation
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developed by Bereiter and Engelmann
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familiar settings. By about one yea
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child as learning and developing in
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are important to them,blanking out
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THEORIES ABOUT EARLY CHILDHOODEDUCA
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Chapter 3A Strong ChildIn the Frame
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A GROWING AWARENESS OF SELF AND THE
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( a d a p ted from Davies 1999 : 12
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them with an inadequate modelof rew
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However, even sensitive parents and
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It is preferable to have stabilityi
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something surprising and strangehap
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when someone else is upset or hurt,
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main factors enabling such self-ass
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demonstrate achievements - ‘Go on
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implications for siblings, which ar
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with friends fared be t ter than th
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Attending to external demands (such
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Chapter 4A Skilful CommunicatorThis
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elationships with close and protect
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adults and siblings around them. Th
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interactions and interchanges depen
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in the first 18 months. Depressed m
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Karmiloff-Smith 2001: 183). Further
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then language grows in a safe and f
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‘language’. However, there is m
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of his granddaughter Alice’s very
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For example, Eliot (just two years
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Page 100 and 101: Being CreativeYoung babies explore
Page 102 and 103: Chapter 6A Healthy ChildA Healthy C
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Page 114 and 115: FIGURE 2:SHORE’S (1997:18) CHART
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Page 138 and 139: Chapter 7Conclusions and implicatio
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Page 142 and 143: Finally, in this review of the rese
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Page 156 and 157: Grainger, T. and Goouch,K. (1999) Y
Page 158 and 159: Howes, C. (1987) Peer interaction o
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Page 162 and 163: Mandler, J. (1999) Preverbal repres
Page 164 and 165: Mo r s s, J . ( 1990) The Bi o l og
Page 166 and 167: Patel, P., Mendall, M.A., Khulusi,
Page 168 and 169: Roberts, H. (2001a) Fit or fat? Coo
Page 170 and 171: Singer, E. (1992) Child Care and th
Page 172 and 173: Teti, D.M.and Gelfand, D.M. (1991)B
Page 174: Issues in the Early Years London:Pa
Page 177 and 178: National Association for SpecialEdu
Page 179 and 180: PEOPLE FOCUSED continued/setting fo
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