09 SES 12 B, Assessments in Elementary and Primary Education
Parallel Paper Session
The present intervention proposals in Early Intervention (EI) set out the need to promote the work in the natural environment of the child (Dunst, 2007, Dunst et al 2000, 2001, Guaralnick, 2011, Rantala et al., 2009). In such environment, the family plays a key role, but also the infant school and the first cycle of Early years education play a predominant role. The intrinsic characteristics of Early years schooling favour and promote learning and are clearly taken advantaged of, by many of the objectives of EI. EI has an educational nature that generates possibilities to promote in the child communication and integration, allowing the use of a more active and participative methodology than in the out patient treatment, it entails a more natural context for the child, in which learning through imitation plays an important role. Hence, in our country there is a worry about taking advantage of these resources so they could be a quality element to add to the intervention proposals in EI (Aranda & Viloria, 2004, García Sánchez, 2002a, 2002b, Millá, 2003, 2004, Ponte, 2004, Perpiñán, 2009).
The objective in which a child with EI needs, takes advantages of the richness of Early years environment, happens by generating competences among the professionals in this environment in order to pay attention to the special needs of the child (Perpiñán, 2003, 2009), changing attitudes towards disability, promoting good practice, generating confidence, etc. In this sense, the coordination of the centre for EI with professionals from the Early years settings is a priority, not only to get to know the child and his/her characteristics, but also to favour continuity and enrichment of the intervention objectives set out by EI and to contribute positively to the creation of the competent desired environment for the development of the child. Therefore, we must promote the coordination between EI centre and Early Years setting and we must carry out the necessary efforts, to evaluate the achieved coordination and to carry out proposals of improvement.
Furthermore, the early year’s stage has a marked preventive and compensating nature. Given the great importance of early intervention in order to avoid the intensification of development problems, this stage is critical. Therefore, it requires maximum attention and a coordinated approach, especially in relation to children with EI needs. It is therefore necessary that early year teachers share with support services, the search of guidance about the preventive dimension of their work, identification and valuation of pupil’s needs and decision taking which will allow the introduction of adjustments in education planning. In any case, these services and the early intervention particularly, must widen their performance sphere towards improving the general determinants of education supply.
Aranda, R. y Viloria, C de Andrés. (2004). La organización de la atención temprana en la educación infantil. Tendencias pedagógicas, 9, 217-246. Dunst, C. J. (2007). Early intervention for infants and toddlers with developmental disabilities. In S. Odom, R. H. Horner, M. E. Snell, & J. B. Blacher (Eds.), Handbook of developmental disabilities (pp. 161–180). New York: Guilford. Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M. (2001). Natural learning opportunities for infants, toddlers, and preschoolers. Young Exceptional Children, 4, 18–25. Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder,M. B. (2000). Everyday family and community life and children’s naturally occurring learning opportunities. Journal of Early Intervention, 23, 151–164. García Sánchez, F.A. (2002a). Atención Temprana: elementos para el desarrollo de un modelo integral de intervención. Bordón, 54(11), 39-52 García Sánchez, F.A (2002b). Reflexiones acerca del futuro de la atención temprana desde un modelo integral de intervención. Siglo Cero, 32 (2),5-14. Guralnick, M.J. (2011). Why early intervention woks. A systems perspective. Infant and Young Children, 24, 6-28. Millá, M.G. (2003). La calidad en Atención Temprana. Minusval, Marzo, 71-74. Millá, M.G. (2004). La calidad en los servicios de atención temprana: una propuesta de futuro. En J. Pérez López y A.G. Brito de la Nuez (Eds.). Manual de Atención Temprana (pp. 369-382). Madrid: Pirámide. Ponte, J. (Coord.) (2004). Guía de estándares de Calidad en Atención Temprana. Madrid. Imserso. Rantala, A., Uotinen, S. & McWilliam, R.A. (2009). Providing early intervention within natural environments. Infant and Young Children, 22, 119-131.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.