domingo, 14 de junio de 2009

My Goals during thae visits to FANN

I already describe what i am going to do in Fann. I am going to work with the smallests one in early stimulation and with the oldst one i am going to teach them contents that they supposed to see at school but they don`t have that opportunity so i am going to give them that opprtunity. I am going to teach them colors, shapes, numbers, counting numbers, vocabulary of words that they use daily, grammar classes too.

My goals during the visits to Fann are:

  • Help children in their integral development
  • Help children to learn new content
  • Construct in children self confidence and security
  • Develop brain functions by specifically exercises
  • Learn of them
  • Give them love and attention

Early childhood intervention



Early childhood intervention is a support system for children with developmental disabilities or delays and their families.


If a child experiences a developmental delay, this can compound over time. The principle of early intervention is to provide appropriate therapies for children with disabilities, to minimize these delays and maximize their chances of reaching normal milestones in development. Early intervention begins from birth or first diagnosis, and continues until age three. It involves specialized education and therapy services for the child, as well as support for the whole family through information, advocacy, and emotional support.


One definition of early childhood intervention is that of Michael Guralnick (1997), who wrote that it "may be best conceptualized as a system designed to support family patterns of interaction that best promote children's development." Sheila Wolfendale (1997) wrote that early childhood intervention has several goals: To provide support to families to support their children's development; to promote children's development in key domains such as communication or mobility; to promote children's coping confidence, and to prevent the emergence of future problems.


In some instances, the term early childhood intervention is used to refer only to services for children birth to age three (Spiker, Hebbeler, Wagner, Cameto, and McKenna, 2000), but in other instances it is used to refer to a wider range of early childhood. The Journal of Early Intervention, an academic journal in the field, covers birth to age eight.
In the past it has been simply called early intervention, but this term is also used in other fields, such as mental health (where it refers to intervention in the early stages of mental illness).


Robin McWilliam (2003) developed a model that emphasizes five components: Understanding the family ecology through co-maps; functional needs assessment through a routines-based interview; transdisciplinary service delivery through the use of a primary service provider; support-based home visits through the Vanderbilt Home Visit Script; and collaborative consultation to child care through individualized intervention within routines.[1] "These services are to be provided in the child's natural setting, preferably at a local level, with a family-oriented and multi-dimensional team approach" (European Agency for Development in Special Needs).
Early childhood intervention may be provided within a centre-based program (such as Head Start in the United States), a home-based program (such as Portage in Britain), or a mixed program (such as Lifestart in Australia). Some programs are funded entirely by the government, while others are charitable or fee-paying, or a combination of these.


An early childhood intervention team generally consists of teachers with special education training, speech and language pathologists, Physical therapists (physiotherapists), occupational therapists, and other support staff, such as music therapists, teacher aides/assistants, and counselors. A key feature of early childhood intervention is the transdisciplinary model, in which staff members discuss and work on goals even when they are outside their discipline: "In a transdisciplinary team the roles are not fixed. Decisions are made by professionals collaborating at a primary level. The boundaries between disciplines are deliberately blurred to employ a 'targeted eclectic flexibility'" (Pagliano, 1999).


Goals are chosen by the families through the annual or biannual Individual Family Service Plan (IFSP), which evolves from a meeting where families and staff members talk together about current concerns, as well as celebrating achievements.

FANN

May 16

On Saturday 16 I went to Fann, this is an Istitution that works with children that have been abandoned by their parents and they are waiting for been adopted by a new family. I already have been over that Institution, so I already knew what I have to do over there.

When I arrived in the Institution I go over the babies room to meet them. I took two kids to make them early simulation, this kids have one year and six months they are really small, they need care and love. You don`t have any idea of how those children receive us when we go to visit them, we feel important because they receive us with kisses, hugs. They get too excited cause they don`t received much visits during the week, watch new people in Fann for them are great.

What I pretend to do in Fann is to bring support to the children need it. To the babies I am going to make an intervention of early stimulation and for the oldest one that hace 6 years old aproximadetely i am going to make an program to teach them contents that they should look at school.

Been on Fann is the best experience i can hace cause I already know some of the boys and the girls that are over there and they recognize me when they see me and that is greatfull, i really get excited, i love what i do and i will do it at Fann, helping people is important, now i got the time and the energize to do it.