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Ethical considerations are integral to our professional lives when we are faced with difficult choices regarding services and supports for children and families. Often, the right choice in service delivery for young children with disabilities ages birth to 5 years is unclear due to a myriad of factors potentially creating ethical dilemmas. This article reports the results of a focus group study with 82 early intervention (EI) professionals serving young children ages birth to 5 years designed to determine EI practitioners' ethical concerns in daily practice and how they are resolved. Professionals shared dilemmas they have experienced related to family-professional and interprofessional conflicts as well as those related to policy and programmatic issues. In addition, resolution strategies used by EI practitioners are highlighted. Guidelines for systematic ethical reflection and problem solving are recommended on the basis of professional Codes of Ethics. [ABSTRACT FROM AUTHOR]

Quality engagement in early childhood programs is critical to the development and learning of young children, particularly those with disabilities. The purpose of this study was to examine the quality of engagement and interaction of children with disabilities in inclusive kindergartens in China. Specifically, the study aimed to examine the engagement and interaction levels children with disabilities had across 5 types of activities (i.e., group teaching, mealtime, self-care, play, outdoor activities) and subject matter for whole-group lessons (i.e., music, storytelling, art, language art, math and science, and general knowledge or life skills). Participants in this study included 13 children with varying disabilities from 5 inclusive kindergarten programs in Beijing. A total of 127 observation sessions were collected across the 5 activities, with a mean of 104.27 min of observation per child. The sessions were then analyzed using the Individual Child Engagement Record (Y., Kishida; C. R., Kemp, & M., Carter, 2008). Results indicate that there were differences in the level of engagement and interaction for children with disabilities across activities and subject areas. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Introduction: The complexity of the Child and Youth version of the International Classification of Functioning, Disability and Health, the ICF-CY, is a challenge for occupational therapists and other professionals in clinical work. Code sets including only essential categories help to make it more user-friendly. Thus far, code sets have been developed to reflect functioning for children in different developmental periods. However, there are no code sets that support screening of participation in everyday life situations and can be used across diagnoses. This exploratory study is the first attempt to develop code sets for preschoolers' (age 0-6 years) everyday life situations. Method: Using sequential Delphi processes with expert panels consisting of 35 professionals in five interdisciplinary early intervention teams and six parents of children, the study identified content in three code sets: Sleeping, Mealtimes and Play. Results: A limited number of relevant categories were identified for three code sets: Sleeping (12), Mealtimes (21) and Play (30). Findings suggested a professional focus on Environmental factors compared with a parental focus on Body functions. Conclusion: It is important to consider the opinions of all involved when developing code sets to provide a common framework for screening of children's everyday functioning. [ABSTRACT FROM AUTHOR]

The movement toward evidence-based practice has had a tremendous impact on the early childhood field over the past 6 years. In this article, the authors describe the origins of the evidence-based practice movement for the early childhood profession and various definitions associated with it. They provide resources for identifying programs and practices that have been evaluated through research and found to be effective, and they share an application of evidence-based practice that has led to a recent innovation in professional development in early childhood: the CONNECT S-Step Learning Cycle TM. [ABSTRACT FROM AUTHOR]

The movement toward evidence-based practice has had a tremendous impact on the early childhood field over the past 6 years. In this article, the authors describe the origins of the evidence-based practice movement for the early childhood profession and various definitions associated with it. They provide resources for identifying programs and practices that have been evaluated through research and found to be effective, and they share an application of evidence-based practice that has led to a recent innovation in professional development in early childhood: the CONNECT S-Step Learning Cycle TM. INSETS: THE MEANING OF PICO;Learn More;THE MEANING OF PICO;Learn More [ABSTRACT FROM AUTHOR]

Children who had a prolonged hospital stay are often at risk for developmental disabilities or delays by nature of their illnesses and diagnoses. The hospitalization also can significantly disrupt the developing infant-parent relationship. This article describes an innovative intervention model providing interagency and interdisciplinary supports for pre term infants and sick young children between birth and 3 years of age and their families in a hospital-based setting. Model components are outlined according to the sources of support provided to families and children such as social-emotional, resource-material, and informational supports. Program evaluation data are shared on the basis of interviews with the models' major stakeholders-parents, healthcare providers, and early interventionists. Suggestions for replication and improvement of the model toward the realization of a seamless system of supports for infants and toddlers in hospital-based settings and during their transition to community-based early intervention services are provided. [ABSTRACT FROM AUTHOR]