programme

Early Stimulation and Early Intervention

Home/ Early Stimulation and Early Intervention
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC2022

Semester and Year Offered: Semester-2, winter 2018

Course Coordinator and Team Sunita Singh and Fariha Siddiqui

Email of course coordinator: fariha@aud.ac.in

Pre-requisites: None

Objectives:

The specific objectives of the course can be stated as follows:

  • To understand the concept and significance of Early Stimulation.
  • To explore the importance of early experiences and their effects on brain architecture.
  • To understand and identify “children and families at risk”.
  • To initiate an understanding on the importance of early identification and early intervention.
  • Begin to acquire the knowledge, skills and attitudes needed to create inclusive learning environments for children with different types of abilities

Course Outcomes:

After completing the course, students will be able to:

  • Describe the concepts of early stimulation and early intervention
  • Assess development of children using different tools and prepare action plan
  • Develop an ensemble of various early stimulation activities
  • Prepare a log of child’s responses to early stimulation activities
  • Create an inclusive environment for early childhood centre

Brief description of modules/ Main modules:

MODULE 1: Module 1: Early Stimulation

The first eight years of a child, known as the early childhood years, are globally acknowledged to be the most critical period for children’s lifelong growth and development. The shift from theoretical understandings of diverse developmental pathways in children to articulation of concrete expectations is a result of research that indicates that children learn a great deal from their environment and their developmental patterns and brain architecture are in turn, influenced by the environment. The first five years especially is a significant period for cognitive, psychosocial development. At this stage, children are learning how to learn and providing them with a warm, caring, language rich, play centered environment can facilitate the process by stimulating the brain. Diverse sensory experiences can enhance their abilities to think and communicate with others. The module focuses on understanding the concept of ‘Early stimulation’ and how early experiences contribute to improved cognitive and psycho-social development. There will be specific focus on the early experiences and it effects of the brain architecture. After the completion of this module, students will be able to translate the theoretical understanding into practical application by carrying out the early stimulation activities.

Module 2: Early Detection and disability

As we progress to the second module, students will be able to gather the importance of early detection of developmental problems, which may further help in providing early intervention. The module will help in identifying the children at risk and the diverse perspectives on understanding a child with disability. There will be a clear focus on early identification and screening, which is critical in providing early intervention. Assessment Details with weights:

Module 3: Early Interventions

Early childhood care and education services need to connect with children’s learning and development and strengthen the capacity of families and communities to provide help. Early intervention services are necessary for infants and toddlers at risk for developmental delays. These services are designed to identify and meet their developmental and learning needs across various domains. Identification could include detection of developmental delays and early intervention includes provision of services to such children and their families for providing age-appropriate stimulation. The subtopics under this unit are-

  1. Concept and Rationale of Early Intervention
  2. Importance of Early Intervention
  3. Eligibility for early intervention services

Creating an inclusive environment

Assessment

Weightage

Attendance and class participation

10%

End semester Exam

30%

Written assignment

30%

Written assignment

30%

Reading List:

  1. Saving Brains- A grand challenge- https://www.youtube.com/watch?v=vw0TkwjjpZU
  2. From the Parent/Patient Education Series, Holmes Regional Medical Center Pediatric Serviceshttp://www.brillbaby.com/after-birth/infant-stimulation.php
  3. Centre on the Developing Child. (n.d.).Brain Architecture.Harvard University.Retrieved from http://developingchild.harvard.edu/science/key-concepts/brain-architecture/
  4. Centre on the Developing Child. (n.d.).Brain Architecture.Harvard University. Retrieved from https://developingchild.harvard.edu/resources/experiences-build-brain-architecture/
  5. Centre on the Developing Child. (n.d.).In Brief: Foundations of Lifelong Health. Retrieved from http://developingchild.harvard.edu/resources/inbrief-the-foundations-of-lifelong-health-video/
  6. “Children’s emotional Development is built into the Architecture of their brains”- Working paper-2. Center on the developing child, Harvard University.
  7. Connecticut’s Guidelines for the Development of Infant and Toddler Early Learning
  8. Chopra, G. (2012). Stimulating development of young children with disabilities at Anganwadi and at home: A practical guide. Department of Human Development and Childhood Studies, University of Delhi
  9. Ministry of Social Justice and Empowerment, Government of India. (2008). Organization of Early Intervention Services.
  10. National Institute for the Mentally Handicapped (now National Institute for the Empowerment of Persons with Disabilities).

ADDITIONAL REFERENCE:

  1. UNICEF. (2009). Early child development kit: A treasure box of activities, p. 1-74. Retrieved from: https://www.unicef.org/earlychildhood/files/Activity_Guide.pdf
  2. UNICEF. (2012). Inequities in Early Childhood Development: What the data say. Retrieved from: https://www.unicef.org/publications/index_61802.html#
  3. J-Pal. (2016).Early childhood engagement for lifelong learning. J-Pal Policy Bulletin. Pp.1-12.
  4. Walker, S. P., Wachs, T. D., Grantham-McGregor, S., Black, M. M., Nelson, C. A.,
  5. Huffman, S. L., & Gardner, J. M. M. (2011). Inequality in early childhood: risk and protective factors for early child development. The Lancet, 378(9799), 1325-1338.
  6. How children develop new insights- https://blogs.unicef.org/blog/how-childrens-brains-develop-new-insights/http://www.videocamp.com/en/movies/o-comeco-da-vida/