A 2019 study led by researchers at Rutgers Robert Wood Johnson Medical School found that “shared reading between parents and very young children, including infants, is associated with stronger vocabulary skills for nearly all children by age 3,” particulary for those children at higher risk for learning and behavioral challenges. Read more about the study online at https://www.rutgers.edu/news/young-children-and-infants-read-parents-have-stronger-vocabulary-skills
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, CLICK HERE.
This resource is related to the following ESPM knowledge-level competencies:
- Core Knowledge (CK):
- CK1: The dynamics of family systems including cultural, linguistic and socio-economic factors influencing family function and care for all children.
- CK2: The role of primary social and emotional relationships as the foundation for early learning.
- CK9: The characteristics and influence of disabilities and risk factors on early development, learning, care giving and relationships.
- Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i3: Is familiar with generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i4: Is familiar with issues related to emergent literacy.