Symposia
Overview
A quick description of this page and the symposia files?
Topic 1
Symposium Organizer: Kristel Diehl
Affiliation: Deputy Director, RISE Institute
Conducting comprehensive primary and secondary research on ECI systems and services is essential for preparing national ECI organizational frameworks, costed strategic plans, laws, guidelines and procedures, standards, training plans, and monitoring, evaluation, and reporting systems. Data are gathered through surveys, focus groups, and interviews to enable future participatory planning, consensus building, and negotiations. In 2022, UNICEF and the RISE Institute published the Methodological Guide: Research for National Situation Analyses on Early Childhood Intervention. The Guide was initially developed by the RISE Institute in Georgia and Myanmar and expanded in Croatia. It was field-tested in Montenegro, North Macedonia, and Kosovo and is available on the websites of UNICEF, ECDAN, and the RISE Institute. Since its publication, the Guide has been applied in Moldova, Tajikistan, Azerbaijan, and selected Albanian municipalities. The Deputy Director of the RISE Institute will discuss the development and contents of the Methodological Guide and present the sequential mixed-methods approach, including quantitative and qualitative analyses and data triangulation. This approach enables the full participation of ECI directors, personnel, and families in ECI services; identifies challenges faced by ECI organizations, personnel, families, and children; and lays a strong foundation for developing national ECI costed strategic plans and sustainable ECI service systems. The lead author of the ECI Situation Analysis of North Macedonia will present the study’s implementation, conclusions, and recommendations. RISE Institute’s macro-economist will share highlights of a comparative study of ECI financing that will be published in a forthcoming article.
Contributing Papers
Primary research on the status of national ECI systems and services to prepare national ECI policy and systems
Presenting Authors: Kristel Diehl, MA, MS
Affiliation: Deputy Director, RISE Institute
Preparation, conclusions and recommendations of the National ECI Situation Analysis of North Macedonia
Presenting Authors: Aleksandra Karovska-Ristovska, PhD,
Affiliation: Senior Fellow, RISE Institute and Full Professor, Institute of Special Education and Rehabilitation offering BA, MA and PhD studies in family-centered contemporary ECI, Faculty of Philosophy, Ss Cyril and Methodius University, North Macedonia
Sources of ECI funding in Eastern Europe and Central Asia: examples from Croatia, Montenegro, North Macedonia, Kosovo and Tajikistan
Presenting Authors: Natalia Kakabadze, MA
Affiliation: Natalia Kakabadze, MA
Symposium Organizer: Marisa Macy
Affiliation: University of Wyoming
The focus on asserting children’s rights reflects the shift in our understanding of children and childhood and is mirrored in the provisions of the United Nations (UN) Convention of the Rights of the Child (CRC) and the UN Convention of the Rights of Persons with Disabilities (CRPD) (UN, 1989; 2006). We seek to better understand the rights of children in a global context. We will discuss early childhood practices from the Reggio Emilia approach to education and the influence on children with disabilities and their families. The symposium will cluster around four topics:
- Inclusion concepts from Reggio Emilia approach,
- Global rights for children with disabilities and “special right” of children in Reggio Emilia Nido and classroom(s),
- Observation, documentation, and authentic assessment from Reggio Emilia perspective, and
- Inclusive Reggio Emilia-inspired program in USA for children who are deaf or hard of hearing.
We can build theories of understanding together with maintaining a focus on and embedding authentic assessment practices (Macy, Bagnato, & Ring, 2023; Vecchi, 2010). We can talk with others who represent diverse fields of knowledge to learn more. People in our community are part of our heritage cycle (Landini & Macy, 2023). We can invite community members into spaces and create learning opportunities in community-based settings for children. We stretch our learning from multiple perspectives when we listen for understanding (Rankin & Yu, 2020; Rinaldi, 2006). We seek to explore how we can promote interdisciplinary professionals with a stimulating conversation about children’s rights.
Contributing Papers
Inclusion from Reggio Emilia Approach
Presenting Authors: Emer Ring & Alessandra Landini
Affiliation: Mary Immaculate College, University of Limerick, Limerick, Ireland
Global Rights for Children with Disabilities and “Special Rights” of Children in Reggio Emilia
Presenting Authors: Jacqueline Towson & Judy Levin
Affiliation: University of Central Florida
Observation, Documentation, and Authentic Assessment from Reggio Emilia Perspective
Presenting Authors: Juli Lull Pool & Marisa Macy
Affiliation: Juli Lull Pool & Marisa Macy
Inclusive Reggio Emilia-inspired Program for Children Who Are Deaf or Hard of Hearing
Presenting Authors: Amy Tyler Krings and Jill Dibbern Manhart
Affiliation: Center for Childhood Deafness, Language & Learning at Boys Town National Research Hospital
Symposium Organizer: Renata Eccles
Affiliation: University of Pretoria
In low- and middle-income countries, such as South Africa, approximately 250 million children are not reaching their developmental potential. The South African National Development Plan for 2030 proposes to improve early developmental outcomes through the application of the Nurturing Care Framework (NCF) using the Side-by-Side Campaign. The 5 NCF components are addressed at various levels through enabling environments namely policies, supportive services (early childhood development [ECD] centers), empowered communities (community health workers) and, most importantly, caregiver capabilities. Caregivers, ECD practitioners and community health workers should not be underestimated as key role-players in creating enabling environments for ECD. These stakeholders are best positioned to facilitate developmental care but need support through innovative healthcare solutions. Three studies proposing solutions will be discussed in this session. Studies investigated the potential of community stakeholders, from various enabling environments, to facilitate ECD in low-resourced communities, including caregivers, ECD practitioners / early childhood educators, community health workers. Future implications for practice will be outlined to increase support to community stakeholders in ECD, guided by the NCF, and to counter barriers experienced in low-resourced, high risk communities.
Contributing Papers
Unlocking the potential of community stakeholders to facilitateearly childhood development in South Africa
Presenting Authors: Jeannie van der Linde & Maria du Toit
Affiliation: University of Pretoria
Presenting Authors: Maria du Toit
Affiliation:
Symposium Organizer: Kathleen Hebbeler
Affiliation: SRI International
Authentic assessment is widely regarded as a best practice in early childhood intervention (ECI), yet it remains underutilized. Program leaders and practitioners need to know more about the importance and feasibility of using authentic assessment for a variety of purposes. This session profiles innovations in the use of authentic assessment through four studies: an international social validity study on authentic assessment for ECI; using curriculum-based scales for eligibility determination in ECI; using the ICF-CY and authentic assessment for individualized programming in Portugal; and assessing young children with disabilities virtually with authentic scales and practices in the US.
Contributing Papers
LINK Virtual Forum on Authentic Assessment for Early Childhood Intervention: International & Interdisciplinary Voices.
Presenting Authors: Stefano Bagnato, Ed.D., NCSP
Affiliation: University of Pittsburgh/LEND Center
Curriculum-based Authentic Assessments for Eligibility Determination in Early Childhood Intervention: Using the AEPS& AEPSi
Presenting Authors: Marisa Macy, Ph.D.
Affiliation: University of Wyoming
Advancing Early Childhood Intervention in Portugal: Harnessingthe Potential of the ICF-CY Framework
Presenting Authors: Catarina Grande, Ph.D. and Vera Coehlo
Affiliation: Catarina Grande, Ph.D. and Vera Coehlo
Benefits and Challenges of Using Virtual Authentic Assessmentwith Young Children with Disabilities
Presenting Authors: Kathleen Hebbeler, Ph.D. and Sheresa Blanchard
Affiliation: SRI International, Menlo Park, CA
Topic 2
Symposium Organizer: Kristel Diehl
Affiliation: Deputy Director, RISE Institute
Conducting comprehensive primary and secondary research on ECI systems and services is essential for preparing national ECI organizational frameworks, costed strategic plans, laws, guidelines and procedures, standards, training plans, and monitoring, evaluation, and reporting systems. Data are gathered through surveys, focus groups, and interviews to enable future participatory planning, consensus building, and negotiations. In 2022, UNICEF and the RISE Institute published the Methodological Guide: Research for National Situation Analyses on Early Childhood Intervention. The Guide was initially developed by the RISE Institute in Georgia and Myanmar and expanded in Croatia. It was field-tested in Montenegro, North Macedonia, and Kosovo and is available on the websites of UNICEF, ECDAN, and the RISE Institute. Since its publication, the Guide has been applied in Moldova, Tajikistan, Azerbaijan, and selected Albanian municipalities. The Deputy Director of the RISE Institute will discuss the development and contents of the Methodological Guide and present the sequential mixed-methods approach, including quantitative and qualitative analyses and data triangulation. This approach enables the full participation of ECI directors, personnel, and families in ECI services; identifies challenges faced by ECI organizations, personnel, families, and children; and lays a strong foundation for developing national ECI costed strategic plans and sustainable ECI service systems. The lead author of the ECI Situation Analysis of North Macedonia will present the study’s implementation, conclusions, and recommendations. RISE Institute’s macro-economist will share highlights of a comparative study of ECI financing that will be published in a forthcoming article.
Contributing Papers
Primary research on the status of national ECI systems and services to prepare national ECI policy and systems
Presenting Authors: Kristel Diehl, MA, MS
Affiliation: Deputy Director, RISE Institute
Preparation, conclusions and recommendations of the National ECI Situation Analysis of North Macedonia
Presenting Authors: Aleksandra Karovska-Ristovska, PhD,
Affiliation: Senior Fellow, RISE Institute and Full Professor, Institute of Special Education and Rehabilitation offering BA, MA and PhD studies in family-centered contemporary ECI, Faculty of Philosophy, Ss Cyril and Methodius University, North Macedonia
Sources of ECI funding in Eastern Europe and Central Asia: examples from Croatia, Montenegro, North Macedonia, Kosovo and Tajikistan
Presenting Authors: Natalia Kakabadze, MA
Affiliation: Natalia Kakabadze, MA
Symposium Organizer: Marisa Macy
Affiliation: University of Wyoming
The focus on asserting children’s rights reflects the shift in our understanding of children and childhood and is mirrored in the provisions of the United Nations (UN) Convention of the Rights of the Child (CRC) and the UN Convention of the Rights of Persons with Disabilities (CRPD) (UN, 1989; 2006). We seek to better understand the rights of children in a global context. We will discuss early childhood practices from the Reggio Emilia approach to education and the influence on children with disabilities and their families. The symposium will cluster around four topics:
- Inclusion concepts from Reggio Emilia approach,
- Global rights for children with disabilities and “special right” of children in Reggio Emilia Nido and classroom(s),
- Observation, documentation, and authentic assessment from Reggio Emilia perspective, and
- Inclusive Reggio Emilia-inspired program in USA for children who are deaf or hard of hearing.
We can build theories of understanding together with maintaining a focus on and embedding authentic assessment practices (Macy, Bagnato, & Ring, 2023; Vecchi, 2010). We can talk with others who represent diverse fields of knowledge to learn more. People in our community are part of our heritage cycle (Landini & Macy, 2023). We can invite community members into spaces and create learning opportunities in community-based settings for children. We stretch our learning from multiple perspectives when we listen for understanding (Rankin & Yu, 2020; Rinaldi, 2006). We seek to explore how we can promote interdisciplinary professionals with a stimulating conversation about children’s rights.
Contributing Papers
Inclusion from Reggio Emilia Approach
Presenting Authors: Emer Ring & Alessandra Landini
Affiliation: Mary Immaculate College, University of Limerick, Limerick, Ireland
Global Rights for Children with Disabilities and “Special Rights” of Children in Reggio Emilia
Presenting Authors: Jacqueline Towson & Judy Levin
Affiliation: University of Central Florida
Observation, Documentation, and Authentic Assessment from Reggio Emilia Perspective
Presenting Authors: Juli Lull Pool & Marisa Macy
Affiliation: Juli Lull Pool & Marisa Macy
Inclusive Reggio Emilia-inspired Program for Children Who Are Deaf or Hard of Hearing
Presenting Authors: Amy Tyler Krings and Jill Dibbern Manhart
Affiliation: Center for Childhood Deafness, Language & Learning at Boys Town National Research Hospital
Symposium Organizer: Renata Eccles
Affiliation: University of Pretoria
In low- and middle-income countries, such as South Africa, approximately 250 million children are not reaching their developmental potential. The South African National Development Plan for 2030 proposes to improve early developmental outcomes through the application of the Nurturing Care Framework (NCF) using the Side-by-Side Campaign. The 5 NCF components are addressed at various levels through enabling environments namely policies, supportive services (early childhood development [ECD] centers), empowered communities (community health workers) and, most importantly, caregiver capabilities. Caregivers, ECD practitioners and community health workers should not be underestimated as key role-players in creating enabling environments for ECD. These stakeholders are best positioned to facilitate developmental care but need support through innovative healthcare solutions. Three studies proposing solutions will be discussed in this session. Studies investigated the potential of community stakeholders, from various enabling environments, to facilitate ECD in low-resourced communities, including caregivers, ECD practitioners / early childhood educators, community health workers. Future implications for practice will be outlined to increase support to community stakeholders in ECD, guided by the NCF, and to counter barriers experienced in low-resourced, high risk communities.
Contributing Papers
Unlocking the potential of community stakeholders to facilitateearly childhood development in South Africa
Presenting Authors: Jeannie van der Linde & Maria du Toit
Affiliation: University of Pretoria
Presenting Authors: Maria du Toit
Affiliation:
Symposium Organizer: Kathleen Hebbeler
Affiliation: SRI International
Authentic assessment is widely regarded as a best practice in early childhood intervention (ECI), yet it remains underutilized. Program leaders and practitioners need to know more about the importance and feasibility of using authentic assessment for a variety of purposes. This session profiles innovations in the use of authentic assessment through four studies: an international social validity study on authentic assessment for ECI; using curriculum-based scales for eligibility determination in ECI; using the ICF-CY and authentic assessment for individualized programming in Portugal; and assessing young children with disabilities virtually with authentic scales and practices in the US.
Contributing Papers
LINK Virtual Forum on Authentic Assessment for Early Childhood Intervention: International & Interdisciplinary Voices.
Presenting Authors: Stefano Bagnato, Ed.D., NCSP
Affiliation: University of Pittsburgh/LEND Center
Curriculum-based Authentic Assessments for Eligibility Determination in Early Childhood Intervention: Using the AEPS& AEPSi
Presenting Authors: Marisa Macy, Ph.D.
Affiliation: University of Wyoming
Advancing Early Childhood Intervention in Portugal: Harnessingthe Potential of the ICF-CY Framework
Presenting Authors: Catarina Grande, Ph.D. and Vera Coehlo
Affiliation: Catarina Grande, Ph.D. and Vera Coehlo
Benefits and Challenges of Using Virtual Authentic Assessmentwith Young Children with Disabilities
Presenting Authors: Kathleen Hebbeler, Ph.D. and Sheresa Blanchard
Affiliation: SRI International, Menlo Park, CA