1. A social approach to early intervention
Dr. Judit Csákvári
Strategy and Education Subproject
Priority project TÁMOP /
National Institute for Family and Social Policy
International Conference, May 2015

2. Early Development Children’s development
is diverse
dynamic
should be viewed as a process
proceeds through the interplay of personal and environmental characteristics
Theoretical knowledge and practical use of factors affecting development in early intervention programmes
risk and protective factors of the individual and the environment
vulnerability and resilience
(Guralnick, 2008, 2011)

3. The development environment
Health Learning, performance Communication Emotional, behavioural and cognitive stimuli Familial and social connections Social and self-care skills
Creating security
Emotional warmth
Stimulating environment
Control and limits
Provision of stability
The parents’ capacity
Protection and promotion of the child’s well-being
The child’s developmental needs
Family and environmental factors
History, functioning and social integration of the family
Housing
Employment
Income
Community resources

4. Early intervention Broadest definition:
the sum of intervention measures provided
for all children and their families in early childhood through a prevention-oriented approach
Those children and their families enter early intervention systems who
are diagnosed with developmental delay or disabilities
are at risk of developmental problems
Intervention can be necessitated by:
the child’s characteristics (e.g., preterm birth, low birth weight)
features of the family environment (e.g., parents’ addiction or psychiatric problems, extreme poverty etc.), which
can put family interaction patterns under stress
can lead to social isolation
compromise optimal child development
(Guralnick, 2008, 2011)

5. Early intervention Why? What? When? How?
Developmental and neuroscientific research provide answers to the why and what
Experiences from early childhood determine the cerebral structure, which, depending on these early experiences, will provide a strong or weak basis for future learning, behavior and health
Over the past two decades, considerable and convergent knowledge has been amassed in the fields of brain research, genetics, biology and psychology on the mutual interplay between cognitive, social and emotional development
This resulted in an exceptional and unprecedented opportunity for policymakers and the scientific community alike to re-define early intervention
(Center on the Developing Child – Harvard University)

6. Early intervention Why? What? When? How?
An evaluation of intervention strategies and programmes attempts to provide answers to the when and how
As early as possible
Developmental research
Education and special education
Economic
arguments all support it unequivocally
If the risk of an unfavorable life outcome is present (biological and/or environmental risks!)
Taking into account the “efficacy factors” identified during the analysis of the international practice of early intervention over the past years
(Center on the Developing Child – Harvard University)

7. Early intervention
Examples for efficacy factors, which facilitate positive child development in the first five years of a child’s life
Earliest possible diagnosis and appropriate management of problems
Early and intensive support for vulnerable couples expecting their first child
Provision of high-quality institutional programmes in early education and development for children from low-income families
No single programme approach or method for service provision is a magic bullet - the key is the right selection of strategies with a documented history of effectiveness
The return must be more important than the initial costs
(Center on the Developing Child – Harvard University)

8. Multidisciplinary work
“Multiple provider” model
Healthcare, public education, early development, social care system
Differences and similarities between protocols and methods
Client consent
Authorisation criteria
Assessment stage
Planned intervention
Information sharing etc.
Differences and similarities between expectations towards professionals
Well-defined roles and responsibilities
Supervision, qualification and training requirements
Importance of formal and informal rapport and communication
Evaluation of challenges and benefits
Improving efficiency
(Moran et al., 2007)

9. Multidisciplinary work
Heterogeneous clientele in terms of level of intervention and the
nature
Daytime care
Neglect
Abuse
Delayed development
Disability
Chronic illness etc.
severity
Not serious, only prevention is required Serious, and poses a constant and serious threat to development
complexity
Some or all of the difficulties of the child, family, parents and the environment are present
of the problems
(Moran et al., 2007)

10. Levels of intervention
Measures taken by authorities
Targeted services and programmes for “at risk” families and children
Early intervention services directed at vulnerable families and children
Broad range of - universal - initiatives to support all families and children
“Just as a health system is more than hospitals so a system for the protection of children is more than a statutory child protection service.”
Protection,
control
Intervention,
protection
Support,
intervention
Prevention,
support
(Based on the National Framework for Protecting Australia’s Children 2009–2020)

11. Levels of intervention – the social care system
Measures taken by authorities
Targeted services and programmes for “at risk” families and children
Early intervention services directed at vulnerable families and children
Broad range of - universal - initiatives to support all families and children
Protection,
control
Protective custody, temporary placement, foster parent, children’s home
Intervention,
protection
Child welfare service, temporary family shelter
Support,
intervention
Sure Start Children’s House, experienced experts
Prevention,
support
Nursery, family day care

12. The social approach
One of the strengths of the social approach is intervention based on the recognition of the cyclical nature of cooperation and early intervention
Early postnatal care
School readiness and support programmes
Life readiness: prevention of substance abuse, skills development
Optimal adult roles work, relationship with a partner, own family
Prenatal programmes
“This strategy is focused on how to support parents and families in their roles to become the primary caregivers, first educators and most significant role models for their growing and developing children.”
(Based on Martin, 2013)

13. Areas of the social approach
A complex environment in which children develop
To ensure optimal outcomes, the contribution of these environments to development must be maximized
Environmental contexts that are easily identifiable and to be taken into account for the planning of early interventions:
Nuclear family
Situations outside the home
Multi-generation programmes
Family’s financial background, maternal employment
Environmental pollution
(Center on the Developing Child – Harvard University)

14. Areas of the social approach
Nuclear family
Pre- and perinatal care
Home visits, family counselling
Situations outside the home
High-quality daytime care adjusted to (even special) needs
Qualified caseworkers
Small groups, high adult/child rate
Age- and development-appropriate parenting programme, stimulating and safe physical environment
Rich language environment, warm and responsive interactions
Consistently high level of child engagement
Multi-generation programmes
Mixed service components
Family’s financial background, maternal employment
Normalization of the income and housing situation
Supporting parental employment
Environmental pollution
Promoting the minimization of legal and illegal substance abuse around the child (fetus)
Minimizing the impact of toxic materials in the environment
(Center on the Developing Child – Harvard University)

15. Competences of the social approach
Training development
Curriculum development
Instructor training
Training of specialists
Integration into daily work
Good practices
International protocols
Situation assessment
New insights and approaches
Summaries
To know
Gathering the facts
To know how
Applications, methods, interpretations
To present
Modeling, acquisition of practice
To apply
Demonstration in practice
(Based on Miller, 1990)

16. THANK YOU FOR YOUR ATTENTION!