Early intervention: parental involvement, child agency and participation in creative play

Matthews, Alice; Rix, Jonathan

doi:10.1080/09575146.2013.766151

Cited by 8 publications

(3 citation statements)

References 19 publications

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“…The study set out to consider the ways In-the-Picture impacts upon the practice of a cohort of early years professionals. In-the-Picture draws from a listening paradigm with key underpinning principles including: children having their own time, activity and space; children as co-participants; and children as competent social actors (Clark, 2005;Matthews and Rix, 2013). These principles are reflected in many of the themes that emerged from the study, suggesting that the practitioners perceived themselves as listeners.…”

Section: Discussionmentioning

confidence: 99%

‘Building a better picture’: Practitioners’ views of using a listening approach with young disabled children

Rix

Parry

Malibha-Pinchbeck

2019

Journal of Early Childhood Research

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This article reports on a study of practitioners’ use of In-the-Picture – a reflective, observational approach – when delivering early intervention programmes to young disabled children. To date, In-the-Picture has been used mainly by researchers to study interactions and learning between young children, practitioners and the children’s parents in home and early childhood settings. Practitioners involved in this early research had expressed an interest in using the tool themselves. This project aimed to engage such potential users, support them in using the approach and gain evidence of its impact upon their practice. In-the-Picture facilitates listening and communication between adults and children with learning disabilities. It is based upon a sociocultural understanding of learning, seeing the parents, children and practitioners as agents participating in an emerging teaching and learning process. It derives from a qualitative grounded research method which enables the researcher to consider the child’s perspective, through the use of first-person narrative observation, photography of the child’s focus of attention and reflective discussion with the child, practitioners and family. This study involved 10 Portage services in England, who provide weekly home visits with a focus on supporting play and communication with their child. Training was delivered to over 80 Portage Home Visitors across these 10 services. A selected sample of 20 practitioners, 2 from each service, was interviewed after 6 weeks and again within focus groups after 3 months. All interviewees used the approach in their own way and identified challenges in its use, but In-the-Picture was seen as relevant and valuable by all the participants, producing changes in thinking and practice, while proving flexible and simple to use. The study also exemplified how current early-intervention working practices in England limit the opportunity to engage with the child’s perspective and how practitioners value having the opportunity to do so.

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Section: Discussionmentioning

confidence: 99%

‘Building a better picture’: Practitioners’ views of using a listening approach with young disabled children

Rix

Parry

Malibha-Pinchbeck

2019

Journal of Early Childhood Research

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“…Professional expectation of parent engagement is also highlighted by Matthews and Rix (2013) and Bridle and Mann (2000) highlight that parents are forced to compromise if they wish to engage with services and inturn this can create difficulties with their relationship with their child.…”

Section: 'Feeling Of Being Cut Off' (Parent 3)mentioning

confidence: 99%

“…Within EI practice, there is an expectation that parents and professionals collaborate and form a partnership, which has been shown to be a potential predictor of the success of intervention (Kelly and Barnard, 1999; Paige-Smith and Rix, 2011; Office of the Minister for Children and Youth Affairs, 2007). Thus collaborative relationships underpin EI disability services (Matthews and Rix, 2013;Bridle and Mann, 2000) and are key to enable the child with developmental disabilities to reach their full potential (Yung, 2010). Therefore, these collaborative relationships require deeper exploration.…”

Section: Introductionmentioning

confidence: 99%

A trajectory of relationship development for early intervention practice for children with developmental disabilities

Carroll

Sixsmith

2016

International Journal of Therapy and Rehabilitation

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Background/Aims: Collaboration, through multiple complex relationships between families and professionals, is integral to early intervention practice for children with developmental disabilities. The purpose of this study was to explain the processes involved from the multiple perspectives of all those involved in the team. Methods: A grounded theory methodology was used. The sample included five young children with developmental disabilities, six parents and 17 professionals from an early intervention team. In total, 31 interviews were carried out. Through an iterative approach to data analysis, the processes of the early intervention relationship were explored. Results: The process of the early intervention relationship emerged from the data. The relationship process happens through an overlapping five stage developmental trajectory which includes: 1) initiating, 2) experimenting, 3) intensifying, 4) integrating and 5) transitioning. Conclusions: The role of relationships between professionals, children and their parents in successful early intervention disability services is paramount. The early intervention relationship is a complex interdependent one which requires a road map of explicit stages, which can facilitate all involved in the relationship to work together. This study provides this road map in the form of a developmental relationship trajectory. Understanding the key factors, within each stage of the developmental trajectory, supports positive relationships between professionals, children and their families, thus positively influencing the outcome of early intervention practice for children with developmental disabilities.

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Making connections and making friends: social interactions between two children labelled with special educational needs and their peers in a nursery setting

Parry

2014

Early Years

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Early intervention: parental involvement, child agency and participation in creative play

Cited by 8 publications

References 19 publications

‘Building a better picture’: Practitioners’ views of using a listening approach with young disabled children

‘Building a better picture’: Practitioners’ views of using a listening approach with young disabled children

A trajectory of relationship development for early intervention practice for children with developmental disabilities

Making connections and making friends: social interactions between two children labelled with special educational needs and their peers in a nursery setting

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