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Competencies for Educators of Infants and Toddlers – CUPID Consortium

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CUPID developed a set of comprehensive competencies based on knowledge of the research and standards of practice in the field. The total set of 173 competencies, organized into 9 dimensions, reflect the full set of knowledge, dispositions, and skills that practitioners need to operate as a professional in infant/toddler care and education. In addition, CUPID has articulated the Facilitating Conditions – the workplace supports – that infant/toddler practitioners need in order to fully utilize their competencies to implement the highest quality practices with babies and their families.

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1. Engage parents and children together

2. Support developmental parenting

3. Using family materials & activities

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1. Respect and acceptance

2. Responsiveness (to family strengths and culture)

3. Flexibility

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Questions when handing materials to parents

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Questions when handing materials to parents

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What do you think he'll do with this?

Here are some blocks. How do you want to use them?

What do you think she could learn from this?

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What to ask about child's responses, abilities & interests?

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What to ask about child's responses, abilities & interests?

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what does he really love to do?

What is something new you have seen him/her do?

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3 case studies presented

1. Teenage mom with 2 children (12m & 3m)

2. 28yo mom with multiple children (9,1,newborn)

3. 36yo mom with complex social and mental health issues

Lori and Mark were tasked to comment and offer suggestions on how to address challenges. They include

using ASQ as a guide to encourage more PCI

speaking for the child eg "Oh mommy, I like when you're doing that, please do more."

reframing parenting that it's not just 1 more thing to do but rather doing things with your child can be fun

attitude when working with teen mom ca be less 'adulty' (speak their lingo eg)

for case 3, qn raised was how to ensure continuity of care and transit when case will be transferred to KSL. Lori's: shift conversation back to child. "How can you help them help you support the baby?; How will that affect baby?"

use motivational interviewing

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How to help parents to get used to the idea that they should/can continue with whatever they are doing even though it's a home visit

How to pick out strengths when children throw tantrums and strong reactions from caregivers

Be comfortable with silence - use opp to observe families while letting them settle for HV

Breaking up roles for assessment purpose - less of putting someone as the 'expert' just by being the assessor

Research opportunities - short term study 'what would happen if..." to track level of engagement example for program improvement studies

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visits with a focus on PCI and early learning skills, showed +ve effects on children's cognitive & social emotional devleopment

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1. Sweet & Applebaum, 2004

1. 60 studies

2. 5 child & 5 parent outcomes examined

3. Modest effect sizes

4. 6/10 outcomes favoured home visiting

2. Nievar et al, 2010

1. 35 studies, n = 6453

2. Focus on maternal behaviour (mostly observational), maternal sensitivity, stimulation, parenting practices

3. Modest effect sizes

4. Minimally need visits 2x/mth, intensive progs better (3x/mth), no diffs based on HV qualifications

5. Head_A_META-ANALYSIS_OF_HOME_VISITING_PR20161126-11298-1s20gdu-libre.pdf

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1. Azzi-Lessing et al (2011)

1. Replications of the same model found diff results

2. Family engagement/HV practices seem impt but were unexplored

3. doi:10.1016/j.ecresq.2011.03.005

2. Filene et al (2015)

1. Moderate effect sizes on child development outcomes and parent behs

2. No effects on childbirth outcomes, child health, child maltreatment

3. ED558512.pdf

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About MECSH

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The Maternal Early Childhood Sustained Home-visiting (MECSH) program is a structured program of sustained nurse home visiting for families at risk of poorer maternal and child health and development outcomes. It was developed as an effective intervention for mothers and families experiencing a range of adversities, including socioeconomic disadvantage, mental health issues, family violence, and previous engagement with the child protection system for themselves or their children. The MECSH program is designed to support any type of care-giver. However, it largely focusses on the biological mother and referrals are generally antenatal and/or at birth. Infants are usually enrolled from antenatal booking visit through to within 6-8 weeks of the infant's discharge from hospital.

The MECSH program draws together the best available evidence on the importance of the early years, children's health and development, the types of support parents need, parent-infant interaction and holistic, ecological approaches to supporting families to establish the foundations of a positive life trajectory for their children. The program has been demonstrated to be effective in two randomised controlled trials in Australia.

In addition, as yet unpublished evidence in England has shown that the program has a positive impact on the number of children on safeguarding plans, with 37 percent of families entering the MECSH program on a safeguarding plan, coming off the plan and continuing to care for their child with no ongoing safeguarding intervention.

Website: https://www.earlychildhoodconnect.edu.au/home-visiting-programs/mecsh-public/about-mecsh

MECSH 2 to School
D/Prof Lynn Kemp, Dr Catherine Kaplun, A/Prof Rebekah Grace, A/Prof Elisa Baker, A/Prof Christine Woodrow, Ms Kerry Staples

Dr Stacy Blythe, D/Prof Lynn Kemp

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Maternal Early Childhood Sustained Home Visiting (MECSH) Program

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The Maternal Early Childhood Sustained Home-visiting (MECSH) program is a structured program of sustained nurse home visiting for families at risk of poorer maternal and child health and development outcomes. It was developed as an effective intervention for mothers and families experiencing a range of adversities, including socioeconomic disadvantage, mental health issues, family violence, and previous engagement with the child protection system for themselves or their children.

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Home Visiting Applied Research Collaborative

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reflective practices

motivational interviewing

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Lundahl et al, 2010