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Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study
Susan B Palmer1, Kandace K Fleming1, Jean Ann Summers1
1University of Kansas.
Advances in Neurodevelopmental Disorders
|July 22, 2020
Summary
This study shows that a collaborative intervention for parents and teachers improves self-regulation and engagement in young children with special needs. Early goal setting and environmental adjustments support children
Area of Science:
- Early Childhood Education
- Special Education
- Developmental Psychology
Background:
- Self-determination for children with disabilities starts in early childhood, linked to self-regulation and engagement.
- Early intervention is crucial for children with special needs or developmental delays.
- Parent-teacher collaboration is key to supporting young children's development.
Purpose of the Study:
- To describe the development of the Foundations Intervention model.
- To evaluate the feasibility and preliminary results of this collaborative intervention.
- To enhance self-regulation and engagement in young children with special needs.
Main Methods:
- The Foundations Intervention involved 48 children in early childhood settings.
- Parents, teachers, and a facilitator collaborated on short-term goal setting.
- Environments were adjusted to support children's needs at home and school.
Main Results:
- The intervention proved feasible in authentic early childhood settings.
- Positive child outcomes were observed in goal attainment, self-regulation, and engagement.
- Parent-teacher communication about child strengths/needs strengthened connections and improved child regulation.
Conclusions:
- The Foundations Intervention is a feasible model for supporting young children with special needs.
- Collaborative goal setting and environmental adjustments positively impact child outcomes.
- Effective parent-teacher communication enhances children's self-regulation and engagement.
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