Erken Çocukluk Müdahalesinde Profesyonel Bir Kaynak Olarak PRECIOUS: Online araçlar ve standartlar

Öz

Avrupa Yaşam Boyu Öğrenme Projesi olan PRECIOUS (www.precious.at) ile Erken Çocuklukta uzman yetiştirmek amacıyla yüksek lisans programı geliştirilmiştir. Precious, a) erken çocukluk müdahalesinin akademik uzmanlık eğitimi gerektirmesi ve b) belirgin uzmanlık eğitimlerinin daha fazla etkilikle ilişkili olması konularındaki artan deneysel verilere dayanmaktadır. 2 yıllık bu eğitimin (120 ECTS) birinci yılında erken çocukluk müdahalesinin bilimsel yönünde derinleşilir (Erken Çocukluk Müdahalesinde Bilimsel Araştırma:15 ECTS; Fark Etme ve Tespit: 10 ECTS; Ailelerle Birlikte Çalışma: 10 ECTS; Ekipler Halinde Çalışma:10 ECTS; Bireysel Müdahale: 10 ECTS; Bireysel Yeterlikler: 5 ECTS). İkinci senede uzmanların çeşitli ihtiyaçlarına odaklanan 3 olası "uzmanlaşma alanı" mevcuttur; Uzmanlaşma A: "Erken Çocuk Müdahalesinde Yönetim, Araştırma ve Kalite Kontrolü" (60 ECTS), Uzmanlaşma B: "Dirençli Aileler" sosyal olarak dezavantajlı ailelerin ihtiyaçlarına odaklamakta ve Uzmanlaşma C: "Kaynaştırma Desteği" özel sendromlara (otizm, karmaşık öğrenme güçlükleri, düşük doğum ağırlığına sahip bebekler) odaklanmaktadır. Yüksek lisans dersleri Almanya'da (Gera, Nordhausen, Hamburg) uygulanacak ve gelecekte, özel geliştirilecek e-öğrenme araçları ve online kaynaklarla desteklenecek uluslar arası Avrupa dersleri olarak sağlanacaktır.

Anahtar Kelimeler

• Erken müdahale, uzman eğitimi, online kaynaklar.

PRECIOUS Professional Resources in Early Childhood Intervention: Online tools and standards

Abstract

Within the European Lifelong learning Project PRECIOUS (www.precious.at) a Master curriculum towards the training of professionals in Early Childhood was developed. Precious is based on increased empirical data, that a) ECI requires an academic professional training and b) that specific professional trainings are correlated with better effects. This 2-year training (120 ECTS) within the 1st year deepens the scientific aspect of ECI (Scientific Research in ECI: 15 ECTS; Recognition and Detection: 10 ECTS; Working together with Families: 10 ECTS; Working in Teams: 10 ETCS; Individual Intervention: 10 ECTS, Personal Competences: 5 ECTS). Within the 2nd year 3 possible "specialised strands" are available, focussing on diverse needs of professionals: Specialisation A: "Management, Research and Quality Control in ECI" (60 ECTS, Specialisation B: "Resilient Families" focusing on the needs of socially disadvantaged families, and Specialisation C: "Inclusive support" focusing on specific syndromes (autism, complex learning difficulties, low birth weight babies). The Master Courses will be implemented in Germany (Gera, Nordhausen, Hamburg) and in future will enable international European courses, supported by specifically developed e-learning-tools and online-resources.

Keywords

• Early intervention
• professional training
• online resources.

Kaynakça

1. Applequist, K.L., McLellan, M., McGrath, E.R. (2010). The Apprenticeship Model. Assessing Competencies of Early Intervention Practitioners. Infants and Young Children, 23(1), 23-33
2. Bailey, D.B. Palsha S.A, Simeonsson R.J (1991). Professional Skills, Concerns, and Perceived Importance of Work with Families in Early Intervention. Exceptional Children, 58(2) 156-65.
3. Carpenter, B., Herbert, E. (1994). The peripheral parent: research issues and reflection on the role of the fathers in early intervention. PMLD Link (Summer), 19. Carpenter, B. (1997). Early Intervention and Identification of Young Children at Risk. Working as a team with and through the family. Children and Society, 11.
4. European Agency (2005). Early Childhood Intervention: Analysis of Situations in Europe Key Aspects and Recommendations. Available on the http://www.europeanagency.org/publications/ereports/early-childhood-intervention/early-childhoodintervention-analysis-of-situations-in-europe-key-aspects-and-recommendations website (retrieved 22.7.2010).
5. Eurlyaid (Eds.) (1997). Meeting of the working party Eurlyaid Cannaro, 9-12.10.1997. (unpublished working paper). Granlund, M., Björck-Åkesson, E. (1996). Inservice training of pre-school consultants in family-oriented intervention: Training process and outcome. British Journal of Developmental Disabilities, 42, 1-23.
6. Maude, S.P., Catlett, C., Moore, S., Sánchez, S.Y., Thorp, E.K., Corso, R. (2010). Infusing Diversity Constructions in Preservice Teacher Preparation. Infants and Young Children, 23(2), 103-121.
7. McMullen, M. B., Alat, K. (2002). Education matters in the nurturing of the beliefs of early childhood professionals. Early Childhood Research and Practice, 4(2). Available on the http://www.ecrp.uiuc.edu/v4n2/mcmullen.html website (retrieved 22.7.2010). Peterander, F. (1996). Helios II final report. Early Intervention. Information, Orientation and Guidance of Families. Thematic Group 1. München: Universität München. Pretis, M. (1998). Evaluation interdisziplinärer Frühförderung und Familienbegleitung bei Kindern mit Down Syndrom. Bedingungs- und Wirkfaktoren, kovariierende Variablen. Frühförderung interdisziplinär, 17, 49-64. Pretis, M. (2006). Professional Training in Early Intervention. A European Perspective. JPPID, 3(1), 22-48. Speck, O. (1996). Frühförderung entwicklungsauffälliger Kinder unter ökologischintegrativem Aspekt. In: F. Peterander; O. Speck (Eds.), Frühförderung in Europa, 1423. München: Reinhardt.
8. www.ebiff.org (retrieved 22.7.2010). http://depts.washington.edu/isei/ptrl/PTRL_Purpose.php (retrieved 22.7.2010). www.strong-kids.eu (retrieved 22.7.2010). www.precious.at (retrieved 22.7.2010).

9. www.medicalschool-hamburg.de (retrieved 22.7.2010) www.european-agency.org/agency-projects/early-childhood-intervention (retrieved 22.7.2010) www.gesundheitshochschule.de (retrieved 3.8.2010) www.fh-nordhausen.de (retrieved 3.8.2010)