Remote Use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers

Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered and scored exclusively in person by certified early educators. Because of COVID-19, EI/ECSE practitioners could no longer conduct in-person assessments. We report how two early intervention programs implemented IGDIs using remote protocols that included (a) preparation of parents for IGDI administration at home, (b) session observation by program staff using videoconferencing, and (c) remote coding of the child’s performance by program staff when interacting with a parent/caregiver play partner using the standard toy set. The remote protocols are described, and uptake by the programs is compared before and during the pandemic. Equivalence of children’s scores from in-person versus remote protocols is reported, as well as caregivers’ and program staff’s preferences. Implications for remote early childhood services are discussed.

Rat 50 kHz Trill Calls Are Tied to the Expectation of Social Interaction

Rats emit a variety of calls in the 40–80 kHz range (50 kHz calls). While these calls are generally associated with positive affect, it is unclear whether certain calls might be used selectively in certain contexts. To examine this, we looked at ultrasonic calls in 30–40 day old male rats during the expectation of either play or food, both of which are reinforcing. Behavior and vocalizations were recorded while rats were in a test chamber awaiting the arrival of a play partner or food over seven days of testing. Control groups were included for the non-specific effects of food deprivation and social isolation. Play reward led to an increase in 50 kHz vocalizations, generally, with specific increases in trill and “trill with jump” calls not seen in other groups. Expectation of food reward did not lead to a significant increase in vocalizations of any type, perhaps due to the young age of our study group. Further, rats that were food deprived for the food expectation study showed markedly lower calls overall and had a different profile of call types compared to rats that were socially isolated. Taken together, the results suggest that trill-associated calls may be used selectively when rats are socially isolated and/or expecting a social encounter.

Looking for Peekaboo

In the context of a preliminary investigation of peekaboo play in a local day care, this essay examines the particulars of one child’s actions as she attempts to engage another child in peekaboo. Four elements of the child’s performance contribute to its evaluation as peekaboo: the stylized motions of looking and eye-covering, the intent to make and keep eye contact with the play partner, the rhythmic timing of covering-uncovering motions, and the opportunistic nature of the attempt to play. Considering peekaboo as a folk illusion puts these kinds of early performances in the context of a developmental trajectory that spans the entire childhood.

Partners in play: Exploring ‘playing with’ children living with severe physical and intellectual disabilities

Introduction Play occupation is central to children’s occupational lives and play is established as a fundamental right. While children with disabilities are at increased risk of play deprivation, few studies have explored the play occupation of children living with severe physical and intellectual disabilities. Method Informed by an ethnographic approach, this qualitative study involved 17 participants including five families of children with severe disabilities and six classroom staff. Methods combined observations of children’s play with adult interviews and focus groups to explore factors that influence play in home and school contexts. Findings were analysed using thematic analysis. Findings Three themes emerged: (a) play as an occupation, play as an activity; (b) an empowered and empowering play partner; (c) the ‘just-right’ play object and environment. Conclusion The influence of an empowering and empowered play partner combined with the suitability of the object and environment was central to successful play. A commitment to play for fun, for the wellbeing of these children, and by ‘playing with’ and not ‘doing-to’ the child was fundamental. Although the findings are specific to this study, play facilitators may use them to inform future play interactions through an enhanced understanding of empowerment and enablement for successful play occupation.