- Taking turns,
- Setting limits and explaining requests,
- Taking time to problem-solve,
- Suggesting developmentally-appropriate chores,
- Praising cooperation, and
- Giving choices.
It’s well worth the read. Check it out today and leave us a comment to let us know what you thought.
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):
- CK2: The role of primary social and emotional relationships as the foundation for early learning.
- CK3: The importance of play as context, method and outcome of learning.
- CK5: The sequences of development and the interrelationships among developmental areas/factors, including:
- Social development
- Emotional development and resiliency, including the development of attachment and trust, and self-regulation
- Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i6 (EIS): Understands the need for developmentally appropriate strategies (for example, hands-on, experiential, child-centered, play-based activities within daily routines), adaptations, assistive technologies and other supports that maximize the child’s learning opportunities.