Bringing the Framework to Life

Episode 14: Evidence-informed Key Principle. National Best Practice Framework for Early Childhood Intervention.

In this episode we hear from Songhwa, mother of 6-year-old boy, and Genna, an Occupational Therapist who specialises in assistive technology who has worked with Songhwa and her family for some time. They are joined by Anna, a Speech Pathologist based in the Northern Territory.
Songhwa, Genna and Anna have a shared understanding of the elements of evidence-informed decision making. They discuss the need for practitioners to have up-to-date knowledge of research evidence and how they go about keeping informed. They also discuss how evidence-informed approaches are guided by parents and community knowledge and values, and practitioner knowledge of what works in real life settings. 
They also discuss the complex issue of how much, how long and how often Early Childhood Intervention services and supports should be in place for individual children. 

Episode 13: Outcomes-focused Key Principle. National Best Practice Framework for Early Childhood Intervention.

In this podcast we hear from Nicola, a parent of 3 children, and Lourdinia, a Key Worker who has worked with the family for some time.
Nicola and Lourdinia work in partnership. They are united in their strength-based approach to actively and deliberately monitoring and collecting information about outcomes utilising the Canadian Occupational Performance Measure (COPM) on a regular basis. 
Their approach is all about tailoring and embedding strategies that meet the specific priorities and goals and outcomes sought for Nicola’s son and the rest of the family, in the context of their daily lives.

Episode 12: Everyday settings Key Principle. National Best Practice Framework for Early Childhood Intervention.

In this podcast we hear from Kelly, mother of 4-year-old Toby, and Theresa, an early childhood teacher and Early Childhood Intervention specialist.
Kelly and Theresa discuss everyday settings (also known as ‘natural learning environments’) as the places where children live, learn, play, and relax. These include children’s homes, early childhood education and care (ECEC) settings, schools, neighbourhoods and community settings. They talk about how connection with community is critical to children’s participation in everyday settings. 
We hear a strong message about opportunities – opportunities for children to participate in everyday activities with friends and family,  opportunities that we all have a responsibility to support.

Episode 11: Participation Key Principle. National Best Practice Framework for Early Childhood Intervention.

In this episode we hear from Zowie, a mother of 6 children, Mollie, a Key Worker and coach who works with Zowie and her family, and Annabel, mother of her 8-year-old daughter with Down Syndrome.
Annabel, Zowie and Mollie talk with conviction about the importance of children being able to meaningfully participate in family, school and community activities. We hear from them about how this is key for the wellbeing and development of children, their parents, carers and the whole family, including siblings. We also hear how inclusion and participation of all children is important for developing understanding and positive attitudes in peers, families and communities. 

Episode 10: Community-focused Key Principle. National Best Practice Framework for Early Childhood Intervention.

Kylie is a parent and peer leader. She works with Hannah who is trained in early childhood education and has worked in community, long day care, primary and preschools. They talk with Abbe who works in remote Western Australia about how connected communities share the responsibility of ensuring that all children and their families can participate in community activities.
This includes cultural, recreational, social and educational activities as well as community activities where children engage with their peers and other families in places such as local parks, playgrounds and libraries.

Episode 9: Teamwork Key Principle. National Best Practice Framework for Early Childhood Intervention.

Robert is a physiotherapist and sole trader who talks about how he prioritises teamwork with other practitioners. Deb is a mother who enjoyed a positive relationship with the same Key Worker for many years, who discusses how critical that team approach was for her and the family. Latika is a mother of four children who talks about how she’s developed the skills and confidence over time to now lead the team. Donnalee is a physiotherapist and part of Latikas’ team who offers a different model of teamwork. 
Latika, Donnalee, Deb, and Robert discuss their shared understanding of how to ensure a collaborative, coordinated team, with the parent as the final decision maker. In each instance we hear about the importance of an individualised and responsive approach with good communication at the core and its focus on empowerment – building the capacity of parents, colleagues, educators, teachers and others in the community. 

Episode 8: Diversity affirming. National Best Practice Framework for Early Childhood Intervention

In this podcast we hear from Rahima, mother of four children; Clare, an Occupational Therapist and Key Worker who followed her interest in better understanding neurodiversity; and Sarah, an Occupational Therapist who works in Community Health and supports children with developmental concerns, delay and disability from a broad range of cultural backgrounds.
They discuss the value we need to place on the individual circumstances, language, cultural background and abilities of all children and their families. They discuss affirming and building on children’s and their family’s unique strengths, interests and preferences and highlight the importance of mutual respect and a sense of belonging. 

Episode 7: Cultural Safety. Key Principle. National Best Practice Framework for Early Childhood Intervention.

Belle is a Waka Waka woman living on Bundjalung Country, and a special projects manager with SNAICC.
Belle talks with us about how individuals, organisations and systems need to be aware of the impact of their own culture, values and beliefs on Aboriginal and Torres Strait Islander peoples and act to intentionally create and maintain environments where all people are treated in a culturally respectful manner.
Belle reminds us that a culturally safe environment is one which is deemed by Aboriginal and Torres Strait Islander peoples to be safe, where there is no challenge or denial of their identity and experience, where they feel valued and respected, free from racism and discrimination. 

Episode 6: Family-centred Key Principle. National Best Practice Framework for Early Childhood Intervention.

Sara and Nicole, mothers of Ailish who’s nearly two years old, talk with Amanda, an Occupational Therapist with whom they have been working in partnership.
Sara, Nicole and Amanda talk about the central role families play in a child’s development. They emphasise the importance of their positive relationships, which developed when there was good communication, listening, mutual respect, and sensitivity to Sara’s and Nicole’s preferences and values. 
They also discuss family empowerment. This includes Amanda knowing the family’s strengths, involving Sara and Nicole in making informed choices, and collaborating with them to set goals and make decisions that reflect their concerns, preferences and needs. 
We hear that by partnering with parents, professionals can enhance the effectiveness of services and supports, and the outcomes for children and their families.

Episode 5: Child-centred Key Principle. National Best Practice Framework for Early Childhood Intervention

Melo is a father of two children who also works in the disability sector. He talks about the child-centred principle and practices with Jacquie, an early childhood teacher specialising in evidence-based inclusion practice..
Jacquie discussed responsive interactions, nurturing and stable relationships, secure attachment and rich learning experiences in the early years of a child’s life as laying the foundation for positive developmental outcomes. Together with Melo they discuss the importance of friendships with peers and the need to utilise children’s interests, strengths and preferences to support their learning. 
Melo’s personal accounts enrich the conversation and provide insight into our growing understanding of approaches to support the voice and agency of children with a disability and how that relates to parental agency.