Megan
I too am just starting my journey in education (although I see sometime has passed since you posted!). I can imagine just how difficult it could be as an Early Interventionist. I too have been taught nothing other than family and routine-based intervention and honestly cannot see looking at intervention any other way. If you can provide assistance to both the child and the family, why would you want too? I look forward to having my own experiences. Have you felt success thus far in this method of intervention?

Such a great question, Hollie. I think our role as early interventionists is to let the family priorities and daily routines provide the context for intervention. We join the family in that context to address what’s important to them. We share and adapt our expertise to build on what they are already doing and help them meet their needs. It can be quite a challenge to step back and NOT be the one interacting with the child the whole visit. Keep in mind, though, that the majority of the intervention the child will receive happens when you are not even there. With that perspective guiding everything you do, it becomes easier to act as a coach and collaborator with the parent and to focus on everyday activities. That’s when and where most learning occur, and if, as a provider, you want to make the biggest difference, then it makes so much sense to use your time with the family as wisely as possible – by supporting the parent’s learning and helping him/her confidently know what to do when you aren’t there. It takes practice to develop your knowledge and skills and be able to translate them into meaningful strategies families can use. You’ll get there. The best early intervention is a wonderful mix of sharing – the parent shares what she knows, what she’s tried, and what she wants her child to do, and you share your expertise to help her adapt her knowledge, her daily interactions with the child, and their family activities to achieve those goals so that the child is progressing and participating and learning!

Thanks for the recommendation, Jennifer. I’ve read some about instructional coaching too and it definitely overlaps with early childhood coaching. When you think about the idea of giving a sense of autonomy, how do you see that helping with role release? I’d love to know your thoughts because I think there is a great connection there.

Beautifully said, Megan! Thanks!

Great point, Megan! I’m so happy to hear that you are learning great practices. It’s so much easier to grow into good practices than out of those that you’ve been using for ages that are no longer recommended. Of course, this is early intervention, so once you’ve got the “hang” of it, something new or improved will come along. Learning to be flexible and keep the learning going long after you graduate will be so important to anyone, like you, who’s entering the field! Good luck with your studies!

Isn’t it great how a minor shift in terminology can help us think a little differently? Sharing roles with confidence is really built on trust – trusting your colleagues and trusting the families. Working with colleagues that keep their knowledge and skills current is so important too. In the end, if we’re doing EI right, we’re all sharing our roles, knowledge and skills with families. That’s the ultimate in role sharing!

Absolutely, Mariya! I agree that when we are all comfortable with sharing roles, services are more seamless and supportive of families. Role release isn’t always easy but is so effective when it works well.

I have heard the term “empowering parents” throughout my classes recently, and think this is a great way to approach parents. Provide the parents with the assurance that they have all that their child needs, and your role is to enhance the many skills that they already posses!