Early Intervention - How can I help my pre-schooler at home?

Early Intervention is a term for putting in place extra support for children with disabilities or developmental delays from the age of birth to five-years-old.

It can be a difficult time for the whole family, with visits to medical facilities, sleep deprivation, work disruptions as well as the inevitable confusion and worry.

But pre-school years are precious, both for you and your child, and it is important that this time for bonding, play and exploring the world together, does not take second place to attending to their medical and developmental needs.

A way to meet these two needs simultaneously is to use Early Intervention techniques at home through play and participation in ordinary family activities. Your child will have their extra support needs met by the people who love them the most, in the environment they feel most comfortable in – their home.

Internationally, parent-focused Early Intervention Plans are acknowledged as the most appropriate way for infants and toddlers to learn.  So, although you will be guided by a team from your Early Intervention provider, they in turn will be guided by your unique knowledge of your child.

So what can I do?

• Own your role as the expert on your child’s needs, interests and goals, when developing an Early Intervention plan with Early Intervention Services (EIS), or with a Child Development Team from Te Whatu Ora.
• Maintaining a balanced family life, so that time is prioritised for play, family outings and relaxation, that the whole family can enjoy, will help everyone's stress levels.
• Remember that children are born with an innate desire to explore, learn and play. Use these opportunities to help your child develop. But try not to view it as a ‘therapy session’ – all children learn from their parents - you are just doing what comes naturally.
• Each child and each family is unique, so experiment with different early interventions strategies. Don’t hesitate to let your early intervention provider know that something isn’t working for you or your child.
• Participation is key - look for ways to include your child in daily routines and activities as much as they can. Adapt your home environment, if necessary, to maximise your child’s engagement. Being active and independent will improve their self-esteem and will accelerate their learning.
• Think about what activities outside of your home you would like early intervention to support and raise this with your Early Intervention Team.
• Keep track of the information you are receiving, and ask for clarification if you need it. You should have a designated Early Intervention coordinator, but if not, it is important to keep all the information together.

What areas of my child’s development will I be working on?

The big four in terms of early childhood development are language, movement, cognition and behaviour.  Depending on what developmental delays or disability your child has, it is likely that a specialist in that area will advise you on ways you can help your child progress at home.

Again, you have the advantage in that you are deeply familiar with your child as a WHOLE child, rather than seeing them as someone who can be split into separate functions! And often there is an overlap of skills between these different areas of development, such as turn-taking, object permanence, copying, practicing.

Always keep in mind activities need to be appropriate to your child’s individual needs and abilities. For example, a child with sensory issues might be overwhelmed by loud music and bright lights.

Top tips for helping pre-schoolers learn:

• You are far more likely to ignite your child’s curiosity by letting them do things for themselves.  Use hands-on assistance only as a final resort.
• Find the ‘just right’ challenge – that is, once your child has mastered a skill, see how you can make it just that little bit harder than what they are already able to do. It shouldn’t be so hard they get discouraged, or so easy that they learn nothing new.
• Use ‘Assistive Technology’ to help your child do things. These are often ordinary items you can buy at a grocery store, a hardware shop or an arts supplies outlet. For example, you might wrap a drum-stick in foam rubber to make it possible for your child to bang on a drum. At the other end of the scale are computers that help toddlers talk, for example or power chairs that help them move around.
• Observe your child closely and see what they enjoy doing most and how they stay on task. Then observe them doing other activities and the length of time they spend doing it. Always finish an activity when they show signs of restlessness and praise them for their efforts.
• Give your child choices – we all engage more readily with the activities we choose. But limit the number of choices to two or three, or they may become overwhelmed. You can increase the number of choices as the child gains in confidence.
• Encourage your child to look at books without supervision - they are more likely to become independent readers if they have been able to look at picture books at their own pace and on their own terms. Audio books that they can listen to are also a good option to promote self-directed learning.
• Use play such as dress-ups to develop fine motor skills – buttoning and unbuttoning, pulling up and pulling down, fastening and unfastening.
• Visual supports such as photos or pictures pinned to the wall, can help children remember tasks, schedules and sequences.

While Early Intervention is all about setting very young children on a positive course for learning and development as they grow, don’t forget to simply enjoy being with your child. Whatever they are able to achieve, now and in the future, children need the reassurance that their parents will love and care for them regardless.

For more on Early Intervention, check out other panui in this series on Awhi Nga Matua. You might also find the resources below useful, which include website, books and articles from the IHC Library. Or contact the IHC library direct to have a chat about what you need on 0800 442 442 or email: Librarian@ihc.org.nz.

Resources for kids

Quinn at school :

Quinn at school :

"Early diagnosis and early intervention are both important factors...

"Early diagnosis and early...

Meryl Richards

I’m Meryl Richards. What a pleasure it’s been to join the Awhi team. I get to spend my days researching information that supports me as a parent, and sometimes challenges me to rethink what I thought I knew. My hope is that it will be useful to you too. I live in Kapiti with my partner and two teenage boys, and spend as much time as possible in the surrounding bush and at the beach.