Introduction
Children learn and develop physically and emotionally through daily interactions with parents and caregivers. Family-centered practices (FCPs) are intended to ensure children receive the right support and services. For the purpose of clarity, family-centered practices utilize “a variety of tools for child development” (Dunst & Espe-Sherwindt, 2016, p. 123). In essence, FCPs are a way in which early childhood intervention practitioners involve family members in different types of interventions with the aim of improving brain development and empowering families.
Early Childhood Intervention
Early childhood intervention comprises a wide range of services introduced to help children below the age of three years reach developmental milestones. The main goal of early childhood intervention (ECI) is to provide much-needed support to children at an early age to ensure they thrive both in school and at later stages of life. ECI services in the US are provided at the state level. These services are offered for free or at a low cost – the practitioners receive funding in the form of grants from the government (Bruder et al., 2019).
Early childhood interventions can be offered in different settings, including homes, classrooms, or any other facility designed for such services. As explicated further by Bruder et al. (2019), children are required to stay in such programs until they reach three years. Upon completion of early childhood intervention, those children with specific needs will be enrolled in special education services, which last between five and ten years.
Brain Development
A child’s brain develops faster from birth to five years. Family-centered practices play a critical role in ensuring parents acquire the necessary skills to guide children in the entire period of brain development. According to Lautarescu et al. (2020), the “quality of a child’s experiences in the first few years of life, positive or negative, helps shape how their brain develops” (p. 17).
In fact, FCPs are critical at this stage because children actively interact with their parents, family members, and caregivers through smiling and crying. It is important to note that children below the age of five years directly communicate their needs and interests. Therefore, by actively interacting with children, parents and caregivers contribute positively to their brain development.
Family Empowerment
Family empowerment, for the purpose of this discussion, refers to family-based strategic interventions that are designed to help improve the role of the family in the growth and development of children. Therefore, family empowerment is relevant because it guides families in providing assistance to young children – they pay attention to their specific needs with the aim of preventing unhealthy behavior (McWilliam et al., 1985).
As observed by Segers et al. (2019), empowering families implies “strengthening children’s cognitive and emotional development, preparing them for a life of future learning and healthy relationships” (p.111). In other words, engaging children in early childhood intervention is the best way to improve their gross and fine motor skills. Overall, family empowerment is the best strategy for building a rich and more sustainable life for their children.
Conclusion
Children learn and develop emotionally through daily interactions and play with parents and caregivers. This explains why family-centered practices are regarded as the best way of ensuring parents acquire the necessary skills to ensure children grow in a healthy environment. As discussed above, early childhood intervention provides the necessary support as a way of ensuring children thrive both in school and in later stages of life. Overall, engaging children in early childhood intervention helps improve their brain development capabilities.
References
Bruder, M. B., Catalino, T., Chiarello, L. A., Mitchell, M. C., Deppe, J., Gundler, D., & Ziegler, D. (2019). Finding a common lens: Competencies across professional disciplines providing early childhood intervention. Infants & Young Children, 32(4), 280-293. Web.
Dunst, C. J., & Espe-Sherwindt, M. (2016). Family-centered practices in early childhood intervention. Handbook of Early Childhood Special Education, 37-55.
Lautarescu, A., Craig, M. C., & Glover, V. (2020). Prenatal stress: Effects on fetal and child brain development. International Review of Neurobiology, 150, 17-40. Web.
McWilliam, R. A., Trivette, C. M., & Dunst, C. J. (1985). Behavior engagement as a measure of the efficacy of early intervention. Analysis and Intervention in Developmental Disabilities, 5(1-2), pp. 59–71. Web.
Segers, E. W., van den Hoogen, A., van Eerden, I. C., Hafsteinsdóttir, T., & Ketelaar, M. (2019). Perspectives of parents and nurses on the content validity of the Family Empowerment Scale for parents of children with a chronic condition: A mixed‐methods study. Child: Care, Health and Development, 45(1), 111-120. Web.