Early Assessment and Intervention in Educational Disadvantage
Rationale
We cannot begin to improve the lives of vulnerable children and their families unless we identify, understand and respond to their needs in the context of their every day lives. In considering educational disadvantage, recent debates in ECCE have suggested that the practices of education and care cannot be separated when looking at young children (DES, 1999). Similarly research suggests that the causes of educational disadvantage are multiple and that any framework which attempts to assess the causes must adopt a multidimensional approach. In light of this, assessing and identifying risk factors needs to occur within the context of the family and the wider community. In this regard, the Centre for Early Childhood Development and Education (CECDE) have recognised that the complex nature of rural and dispersed rural disadvantage can make the identification of rural children and their families at risk of educational disadvantage difficult (CECDE, 2004).
Researcher/Institute/Organisation
Dr. Nóirín Hayes, Laura O'Hanlon, CSER, DIT
Brief Description of Research
On the premise that the needs of some children require particular understanding and closer consideration, this project was designed to assist in identifying indicators of risk of educational disadvantage among rural infants and toddlers and to identify strategies, processes and interventions to counteract this risk at individual, family and community level. Ensuring the wellbeing of children by protecting them from all forms of disadvantage and ensuring their developmental and educational needs are responded to are the responsibilities of government agencies, local community groups and parents themselves. This suggests that any assessment of educational disadvantage needs to adopt a multi-agency approach.
Centre for Early Childhood Development & Education
Gate Lodge, St. Patrick's College, Drumcondra, Dublin 9. Tel: 00353 (0)1 8842110 Fax: 00353 (0)1 8842111
Email: early.childhood@spd.dcu.ie
