Activity. Use words or symbols to represent: a group or culture that you consider yourself a part of (choose 1) the amount of TV that a four year old should watch per/day Religion (or not) A situation you were in where you felt marginalized or undervalued.
Use words or symbols to represent:
Sarah H. Pavitt, M.Ed.
Georgeanne B.C. Hirshey, M.Ed.
“The world in which you were born is just one model of reality. Other cultures are not failed attempts at being you; they are unique manifestations of the human spirit.”
Culture is a shared system of meaning, which includes values, beliefs, and assumptions expressed in daily interactions of individuals within a group through a definite pattern of language, behavior, customs, attitudes, and practices.” (Zero to Three).
*CULTURE IS DYNAMIC – TO USE CULTURE TO DETERMINE LIVES OF CHILDREN OR FAMILIES CONTRIBUTES TO STEREOTYPING**
A multiple-step process which involves professionals developing self-awareness of their own cultural norms, values, and biases, and how those underlie their perspectives on disability and family and which facilitates conversations with families that can identify the values and beliefs that underlie priorities, goals and visions for the child.
-An observed outcome of cultural reciprocity is more positive relationships and more reasonable goals that eventually are implemented.
Learn about the child and family through observation and discussion.
-What are the family’s beliefs and assumptions about the child, about child development and disability?
Reflect on your own thoughts and reactions.
-Reflect on your own values, beliefs and assumptions. Explore how they are similar or different from that of the parents
Develop a culturally responsive plan reality. Other cultures are not failed attempts at being you; they are unique manifestations of the human spirit.”
-Through discussion and collaboration, determine the most effective way to share professional interpretations or recommendations that can be adapted to the value system of the family.
Explain your perspective/plan to the family.
-Acknowledge and give explicit respect to any cultural differences identified, and fully explain the cultural basis of the professional explanation
A set of behaviors, attitudes, and polices that come together to enable systems, agencies, or professionals to work effectively in cross-cultural situations.
Culturally effective services are respectful of and responsive to the beliefs and practices, and cultural and linguistic needs of diverse populations
A developmental process that evolves over an extended period.
No infant or toddler needs physical, occupational, or speech therapy twice a week in order to grow and develop. What young children need is exposure to communication, mobility, play, gradual independence in activities of daily living, and nurturing interaction with family members, everyday, in the places they live, learn and play.”
(Hanft, B. & Pilkington, K., 2000)
What are therapy twice a week in order to grow and develop. What young children need is exposure to communication, mobility, play, gradual independence in activities of daily living, and nurturing interaction with family members, everyday, in the places they live, learn and play.”
Yes or No????
“First, natural learning environments are not places but rather the experiences
afforded children in the context of activity settings that make up the fabric of family
and community life. Second, defining natural environments as necessitating the joint
presence of children with or without disabilities or delays is limited and not consistent
with research.” (Dunst 2001)
Cultural Competence in Natural environments therapy twice a week in order to grow and develop. What young children need is exposure to communication, mobility, play, gradual independence in activities of daily living, and nurturing interaction with family members, everyday, in the places they live, learn and play.”
I heard that “they” _______.
Oh, “they” always_________.
What dynamic does that provide between child and family when the “lady with the bag” leaves?
“It’s really important that we work on her goals with things she has around her every day…”
“Did you have anything specific you wanted us to work on today?”
“What activities has your family been doing this week?”
“Are there any activities that were difficult that you wanted us to work on?”
What has gone really well this week???
It depends – is it something you had a conversation with the family about? Is it something you planned for WITH the family BEFORE the visit???
**How did this family get to be in this place at this time?**
involves active dialogue, listening, critical reflecting, asking open ended questions
How does that conversation go?
We move from telling and doing and start listening, and nurturing the capacity of families to support their child’s development.
Dyadic Interaction/Triadic Exchange: environments
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Davis, K. (1997). Exploring the intersection between cultural competency and managed behavioral health care policy: Implications for state and county mental health agencies. Alexandria, VA: National Technical Assistance Center for State Mental Health Planning.
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Dunst, C., et al., Characteristics and Consequences of Everyday Natural Learning Opportunities. Topics in Early Childhood Education, Summer, 21:2 (2001): 68-92.
Harry, B., Kalyanpur, M., & Day, M. (1999). Building Cultural Reciprocity with families. Baltimore, MD: Paul H. Brookes Publishing Co.
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McWilliam, R. Early Intervention in Natural Environments: A five-Component Model. Early Steps Children’s Medical Services. Retrieved from www.siskin.org/downloads/EINE_-_A_Five-Compent-Model.pdf
Plinkinton, K (March 2009). The ABC’s of Parent Support. Journal – American Association for Home-based Early Intervention, vol 14 issue 1. Retrieved from www.gahandsandvoices.org/files/NewsExchange_March_2009.pdf
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TaCTICS (Nov, 2000). Why is the Natural Environment so Important? Retrieved from www.illinoiseitraining.org
Wagner, C. (Sept. 2001). Cultural Reciprocity Aids Collaboration with Families. Retrieved from www.hoagiesgifted.org/eric/e614.html
Woods, J. (2008). Providing Early Intervention Services in Natural Environments. The ASHA Leader. Retrieved from www.asha.org/publications