Using Strengths-Based Approaches in Early Years Practice and Research

Acceptability of the culturally adapted ASQ‐TRAK developmental screening tool to caregivers of Aboriginal children

“…These comments are in keeping with a definition of a strengths-based approach simply being one which focuses on 'the inherent strengths of the family'. 18 A strengths-based approach has been further described as being characterised by respect, sharing (of information, knowledge, resources and decision-making), collaboration and partnership, social justice and transparency. 18 This study demonstrated the additional benefit of building capacity within the Aboriginal Cultural Consultant workforce to conduct ASQ-TRAK assessments.…”

“…18 A strengths-based approach has been further described as being characterised by respect, sharing (of information, knowledge, resources and decision-making), collaboration and partnership, social justice and transparency. 18 This study demonstrated the additional benefit of building capacity within the Aboriginal Cultural Consultant workforce to conduct ASQ-TRAK assessments. This is relevant because inclusion of Aboriginal health staff has been shown to improve patient experience 19,20 as well as improve community acceptance and new programme success.…”

Principles for Guiding the Selection of Early Childhood Neurodevelopmental Risk and Resilience Measures: HEALthy Brain and Child Development Study as an Exemplar

“…To capture individual differences in pathways (e.g., why do some neurodevelopmentally vulnerable young children develop adaptively, what factors determine which children will have normative pathways), we must go beyond risk to effectively capture compensatory factors. While ecological protective factors are central to this (National Association for the Education of Young Children, 2004 ), our focus here is on ensuring that the HBCD neurodevelopmental assessment strategy moves beyond a deficit orientation to include a strengths-based focus which captures developmental strengths, wellbeing, and positive health (Fenton, Walsh, Wong, & Cumming, 2015 ; Forrest, Blackwell, & Camargo Jr., 2018 ; Restoule, Hopkins, Robinson, & Wiebe, 2015 ). This includes measuring the full spectrum of child capacities (not merely above or below a threshold), developmental domains that may serve a compensatory function when neurodevelopmental vulnerability is present (e.g., language, sociability), and indicators of well-being (e.g., engagement, curiosity, persistence) (Blackwell et al, 2020 ; Moreno & Robinson, 2005 ; Roben, Cole, & Armstrong, 2013 ).…”

Research Foundations for Evidence-Informed Early Childhood Intervention Performance Checklists

“…A main focus of authentic child assessment practices is identification of the child, adult, and setting factors that influence child engagement and learning in everyday activities [24] and the use of this information for planning and implementing interventions for promoting child learning and development [25]. The Building on Child Strengths Practices Checklist includes practice characteristics for identifying child behavior propensities that encourage and sustain child engagement in everyday learning activities and child competencies while involved in the activities [26,27]. The focus on child strengths (interests, preferences, abilities, etc.)…”

“…A basic principle of strengths-based assessment and intervention practices is identifying and using existing and emerging child behavior as the building blocks for promoting child learning and development [26,163]. For example, this type of assessment and intervention has been used successfully to promote the response-contingent learning of young children with multiple disabilities and significant developmental delays; for example, [155,172,173].…”