1. Contemporary Issues on Early Care and Education Tirussew Teferra, Professor of Special Needs Education, Ababa University

2. Research on Early Care and Development  Background – What are the Objectives of Early Intervention ? [developmental & behavioral] Prevention Amelioration Elimination Primary, Secondary & Tertiary prevention

3. Background cont.  What is Early Intervention ? [Social System Definition ) Formal Intervention Programs [experimental, educational, training procedures etc.) Informal Intervention [Relatives, peers, neighbors the church etc.) Impact directly and indirectly upon parent, family and child functioning

4. Who are the target groups for IE ?  Children at Risk due to : Environmental Factors [low income families] Biological Factors [most heterogeneous] Systemic Factors [addicts, teenage mothers & retarded parents etc.) Medical Factors ( Premature & low birth weight ]

5. Background cont.  Why Early Intervention ? Critical period of development Foundation for subsequent developments Arrest escalation of minor impairments to major disabilities Prevent the development of secondary psychosocial problems Prevent developmental declines Right time for effective family support/counseling

6. Background cont. Practical Advantages of EI The Enhancement of the development of the Child The provision of support and assistance to the family The cost effectiveness of the program The maximization of the child’s and family’s benefit to society

7. New Brain Development Research Basic Premises I Brain Development : During the early years the, the brain has the capacity for change, A Child’s environment has the enormous impact on how the circuits for the brain will be laid, In the first three years of life, brain connections develop quickly in response to outside stimulation, and Early stimulation sets the stage how children will continue to learn and interact with others through out life.

8. Brain Development Research cont. Basic Premises II Brain Development : Cuddling or talking to a baby in a singsong rhythm, contributes to the growth of the brain, Children learn better when spoken in brief phrases, preferably singsong rhythm, and Children learn any language better in the context of meaningful, day to day interactions with adults or other children who speak the language.

9. Brain Development Research cont… Basic Premises III Brain Development : Stress-sensitive system demonstrates how outside experiences shape the child’s development through producing hormone called cortisol which causes the death of the brain cells. High level of cortisol in the brain is linked to impaired cognitive ability and learning difficulty. Children who are emotionally neglected early in life are not only more likely to have more trouble experiencing empathy, attachment and emotional expression in general

10. Brain Development Research cont... Basic Premises III Brain Development : Children who do not play very much or are rarely touched develop brains 20% to 30% smaller than normal for the age. Parents or teachers who push children too fast or too hard can do as much as those who do not challenge children at all.

11. Discussion Points ? Who are the target groups for early intervention ? Why is early intervention important ? What are the relationship b/w stress-sensitive system of the body & early child care and development ?

12. Do you have any question ?

13. Your Reflections Reflect on good and bad experiences you remember about your early childhood educatio n !!

14. Thank you !!