Report: Early Interventions to Improve Child Development Outcomes

This report examines the critical role of early interventions in promoting positive developmental outcomes for children and young people, particularly those experiencing disabilities or developmental delays. It defines early intervention as a service system targeting infants and toddlers, emphasizing the acquisition of essential skills comparable to those of their peers. The main body of the report discusses the benefits of early interventions, focusing on the development of physical, cognitive, communication, adaptive, and social-emotional skills. It highlights how early interventions enable children to overcome developmental delays and lead fulfilling lives. The report concludes that early interventions are crucial for supporting children with disabilities, providing them with the necessary skills and education to reach their full potential and avoid potential limitations in later life. The report references key academic journals to support its findings.

Support use of early
interventions to promote
positive outcomes for
children and young
people's development

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Support use of early interventions to promote positive outcomes for children and young
people's development.............................................................................................................1
CONCLUSION................................................................................................................................2
REFERENCES................................................................................................................................2

Support use of early interventions to promote positive outcomes for
children and young people's development
INTRODUCTION
Early intervention is defined as a service system in which serves recently born babies and
toddlers facing disabilities and developmental delays. With the help of early intervention,
eligible toddlers and babies are learnt basic skill set which is familiar to the normal children of
this age group. This assignment project is going to mention about the usage of early interventions
in promoting positive results among development of children and kids. Right early interventions
can improve the development among disable individuals in a proper manner.
MAIN BODY
Support use of early interventions to promote positive outcomes for children and young people's
development
Early interventions benefits young kids and toddlers (aged between 1 to 4 years) in
achieving developmental milestones. Those toddlers and infants which are facing developmental
delays are eligible for these services. There are various kind of capabilities and skills which are
developed among kids during the first three years of their life but some children lags behind in
this aspect (Bierman and Torres, 2016). There are different skills which are focused by early
interventions some of which are discussed below:
 Physical skills: It involves activities like crawling, reaching, drawing, walking and
building. Kids which are not able to do this are treated as abnormal child. Learning these
skills will help infant and toddlers to live a normal life without extra efforts.
 Cognitive skills: In this skill set, early intervention education will train concerned
individuals to learn new aspects, think and solve problems. This will help them in
learning basic education so that they can maintain a strong base for future growth.
 Communication skills: This includes understanding others, listening and talking so that
expected toddler can interact with their parents and other people in a proper manner and
share their requirements with them (Romens and et. al., 2015).
 Adaptive skills: These skills are linked with activities like dressing, eating etc. so that a
toddler can eat or dress up themselves without any external efforts of other person.
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 Social or emotional skills: Without skills like interaction, playing etc., it is not possible
for a child to walk, run or play with their family and friends. These skills will make a
toddler more interactive due to which they do not face any isolation from other people.
If infants and toddlers (aged between 1 to 4 years) facing disability or any kind of
developmental delays can be learned these skills through early intervention, they can catch up
the development speed of normal child. This will help them in spending a normal life due to
appropriate development (Spittle and Treyvaud, 2016).
CONCLUSION
From this report, this has been concluded that by using early interventions, child with
disabilities can be trained and given eduction so that they can overcome their developmental
delays. If people with developmental delays and disabilities are not given proper emphasis, they
will not be able to learn new skills and ways to perform work. This will reduce their capabilities
in accordance with the other children of same age group. This will leads to disability in young
age also due to which career growth of a person will be compromised.
REFERENCES
Books and Journals
Bierman, K. L. and Torres, M., 2016. Promoting the development of executive functions through
early education and prevention programs. Executive function in preschool age children:
Integrating measurement, neurodevelopment and translational research. Washington,
DC: American Psychological Association. 10. pp.14797-014.
Romens, S. E. and et. al., 2015. Associations between early life stress and gene methylation in
children. Child development. 86(1). pp.303-309.
Spittle, A. and Treyvaud, K., 2016, December. The role of early developmental intervention to
influence neurobehavioral outcomes of children born preterm. In Seminars in
perinatology (Vol. 40, No. 8, pp. 542-548). WB Saunders.
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