Establishing Recommended Practices for Early Childhood Intervention training and professional development - a study on training conducted in Portugal and the UK.

ECI is a composite of services/provision for very young children [0 to 5] and their families to: ensure and enhance her/his personal development; strengthen the family's competences, and promote the social inclusion of the family and the child. These actions are to be provided in the child's natural setting, preferably at local level, with a family oriented and multi-dimentional teamwork approach.

This research, conducted in 2012-13 in England, was supported by Early Support and aimed to understand the initial impact of Early Support and Key Working (ES&KW) training on different providers. It involved, throughout its different stages, 86 participants, including ES&KW trainers, training participants and families they work with. The research methodology was built upon the research aims, namely to understand the trainers’ and participants’ perspectives about ES&KW training (contents, processes, delivery) and also its concrete impact on working with other professionals and with children, young people with special educational needs and disabilities and their families. The ES&KW training research is part of a wider post-doctoral investigation, financed by the Foundation for Science and Technology, which aims to establish Recommended Practices for training and professional development in Early Childhood Intervention and Early Childhood Special Education. The first part of the investigation is currently being carried out in the UK (2013), with CEDAR as the host institution. From January 2014 on, the study will continue in Portugal.

University and College courses in the UK were analyzed regarding Early Childhood Intervention (ECI) contemporary pillars. Although no specific offers were found, some ECI current recommendations were present in connected areas, i.e. special education, inclusion, disability, additional support and early childhood education. The need for specific ECI training is discussed.

Full article FREE at http://journals.lww.com/iycjournal/Fulltext/2016/01000/Understanding_the_Initial_Impact_of_Early_Support.6.aspx Abstract An exploratory study is reported of the delivery of the Early Support and Key Working (ES&KW) training program in England for multiagency professionals and parents. This qualitative study examined how ES&KW training principles and content relate to contemporary pillars in early childhood intervention; how this training is structured to meet the program’s principles and desired outcomes; and its impact on training participants’ competences to fulfill the key working functions in partnership with parents/carers and families they work with. The study involved, throughout its different phases, 42 participants, comprising trainers, training participants, mostly working with small children (aged 0–8 years), and families. On the basis of document analysis, training observations, focus groups, reflective practice, and semistructured interviews, results show that overwhelmingly participants found ES&KW training very significant to their work with children, families, and other professionals but some gaps between the program’s intentions and reality emerged. We explore the reasons for the program’s success and the implications for its further development. Key words: family-centered intervention, key working, professional development, team collaboration and partnership