What Early Intervention Looks Like in Child Care Settings: Stories From Providers

Jenna M. Weglarz-Ward, Rosa Milagros Santos, Loretta A. Hayslip

Research output: Contribution to journalArticlepeer-review

Abstract

As more families enroll their infants and toddlers with disabilities in child care programs, early intervention (EI) services are being delivered in these natural environments. This article presents the findings of a study on infants and toddlers with disabilities in child care settings from the perspectives of professionals. Twenty-four child care and EI providers participated in eight focus groups across one state to discuss their experiences with EI services in child care settings. Using thematic analysis, major themes emerged, including Participant Experiences With EI in Child Care with six unique codes. Results suggest that the great variability of experiences across children, professionals, and programs contributed to an uncertainty of professional roles and responsibilities, challenges to communication among providers, and alignment to professional recommended practices. In addition, differences in specific location of services (i.e., in a separate room) and delivery model led to EI visits being viewed as disruptive and carrying over strategies into child care routines difficult. Recommendations for future research, policy, and practice are included.

Original languageEnglish (US)
Pages (from-to)244-258
Number of pages15
JournalJournal of Early Intervention
Volume42
Issue number3
DOIs
StatePublished - Sep 1 2020

Keywords

  • Part C services
  • child care
  • inclusion
  • infants and toddlers
  • teaming and collaboration with others
  • young children

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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