The document discusses the role of the A.P.E. specialist in early childhood intervention and developmentally appropriate practices. It emphasizes that the learning environment should allow for active exploration with others and materials. It also stresses the importance of respecting the family unit and providing intervention services within natural settings like the home or community. The A.P.E. specialist acts as a consultant and teacher to both children and parents, and must be sensitive to individual needs while promoting motor development and play skills that are responsive to disabilities or challenges.

2. FACT
There is a window of opportunity in which quality, family-bases early intervention can
make a significant difference in the lives of an infant, a toddler, or a preschooler.

3. EIGHT TYPES OF INTELLIGENCE
• Linguistic- expressed in and through the use of oral language (receptive and
expressive) and written language (reading and writing).
• Logical-Mathematical- an individual’s ability to group and sequence objects, to
order and reorder them, to describe their quality and quantity, and to see and
understand patterns.
• Musical- an individual’s ability to recognize sounds and distinguish one from another,
identify and see patterns in music, be sensitive to rhythm and time variables, know
and appreciate timbre and tone, and express feelings and emotions through music.
• Spatial- includes the ability to identify shapes and differentiate between objects in
terms of size, to see commonalities in shape or size, to perceive the visual world
accurately, to perform simple transformations of visual images, and to recreate a
graphic image of a visual representation, such as a map or graph.

4. EIGHT TYPES OF INTELLIGENCE (CONT.)
• Bodily-Kinesthetic- characterized by the ability to use the body in highly
differentiated and skilled ways, for expressive and goal-directed purposes.
• Interpersonal- individual can identify and empathize with the feelings and emotions
of others.
• Intrapersonal- individual is able to identify his or her own feelings, emotions, and
motives and is basically inner-directed (i.e. internally driven).
• Naturalist- a combination of “spirituality” and a profound sense of “nature”

5. DEVELOPMENTALLY APPROPRIATE
ASSESSMENT

6. GUIDELINES FOR SCREENING AND
ASSESSMENT

7. TRANSDICIPLINARY, PLAY-BASED ASSESSMENT
“The Individuals with Disabilities Education Improvement Act mandates a
comprehensive assessment, for children from birth to three, and three to five, to
determine eligibility and to serve as the basis for for the development of the
individual family service plan or the IEP.”

8. COMPREHENSIVE MOTOR ASSESSMENT

9. FACT
The assessment of movement and play behaviors in infants, toddlers, and preschoolers
requires special sensitivity to the fact that major developmental changes occur during
the crucial years from birth to age five.

10. ECOLOGICAL ASSESSMENT

11. THE PORTFOLIO ASSESSMENT PROCESS

12. AGES AND STAGES- UNDERSTANDING TYPICAL
AND ATYPICAL DEVELOPMENT

13. FACT
The emphasis should be on expanding on the parents’ strengths.

14. EARLY CHILDHOOD INVERVENTION PROGRAMS

15. FACT
Program practices should be directly tied to the characteristics and circumstances of the
families served.

16. INFANT-PARENT RELATIONSHIPS ON FAMILIES
WITH AN INFANT WITH A DISABILITY

17. THE A.P.E. AS AN ADVOCATE FOR INFANTS,
TODDLERS, AND PRESCHOOLERS WITH
DISABILITIES THEIR FAMILIES

18. EARLY CHILDHOOD INTERVENTION IN NATURAL
SETTINGS

19. FACT
Frequent, personal, and enabling conversation appears to be key to parent-faculty
relations.

20. ACTIVE START

21. THE MOVEMENT PROGRAM AND THE ECI
NATURAL SETTINGS INITATIVE

22. MOVEMENT AND PLAY IN THE INDIVIDUAL
FAMILY SERVICE PLAN

23. FACT
Professionals that have unique abilities and skills are, but are not limited
to:
• An educational psychologist
• A speech and language therapist
• An occupational therapist
• A physical therapist
• An adapted physical educator (with specific training and experience working
with little ones.)
• A play therapist
• A music therapist

24. ROLE OF THE A.P.E. SPECIALIST WITH INFANTS
AND TODDLERS IN NATURAL SETTINGS

25. THE PRESCHOOL PROGRAM FOR CHILDREN
AGES THREE TO FIVE YEARS

26. QUALITY MOVEMENT, PLAY, AND WELLNESS

27. FACT
The emphasis should be on Families, not only the children.

28. INDOOR ACTIVE LEARNING CENTER

29. OUTDOOR ACTIVE LEARNING CENTER

30. BASIC STANDARDS FOR THE PRESCHOOL
OUTDOOR PLAY AREA

31. FACT
Parents must be honored in and for their lives and roles separate from that of “parent.”

32. PRESCHOOL INCLUSION PROGRAMS

33. RESPONSIBILITIES OF THE A.P.E. SPECIALIST

34. ATYPICAL PLAY BEHAVIOR

35. EFFECTIVE MODELING TECHNIQUES FOR
PARENTS TRYING TO IMPROVE MOTOR AND
PLAY SKILLS IN THEIR INFANT AND TODDLER
• Infants and toddlers with disabilities. Over the last decade a growing number of
studies have been conducted on the physical development of infants and toddlers
with disabilities. Studies have shown that babies and toddlers with Down
syndrome, autism, and those who were born preterm or are living in poverty or
stressful family situations, are at risk for poor motor development. In particular,
some children with these disabilities or challenges are less likely to learn skills
that require leg strength and coordination . Because of this research, performance
on specific motor tasks is now used regularly as a screening criteria for identifying
infants with disabilities. This research suggests the importance of observation and
intervention, as soon after birth as possible, to promote motor development of
children with disabilities. The motor play of 7 infants and toddlers—their
manipulation of objects, reaching and grasping behaviors, and efforts at
locomotion—serves as a window through which adults can observe overall
development and spot potential developmental difficulties. Adult interventions to
promote the motor abilities of those with disabilities are as important as those
focused on cognitive development or language. For children older than 6 months,
play experiences to strengthen and engage leg muscles are especially important.
Floor games that require pushing and kicking of legs (e.g., the classic socks with
jingle bells activity) are helpful for younger infants. Once ambulatory, toddlers can
be provided with indoor and outdoor play surfaces of varying texture and slope to
walk over. Adult warmth and encouragement will inspire more active play during
these motor experiences.

36. MANAGEMENT OF BEHAVIOR IN THE
PRESCHOOL LEARNING ENVIRONMENT

37. CULTURAL DIVERSITY IN THE ACTIVE LEARNING
CENTERS

38. FACT
Low-income children with disabilities are eligible for Supplemental Security Income.
(SSI).

39. SUMMARY
The A.P.E. specialist has a unique role to play in the child development process.
The professional must be a consultant, or a teacher of teachers- including the parent.
A developmentally appropriate learning environment for infants, toddlers, and
preschoolers if one in which adults are sensitive to the unique needs of the children
and are responsive to those needs. (The learning environment allows active
exploration with others and with materials. This is the same for learning
environments for movement.)
A heighten respect for the family unit, in whatever form, has been deemed “best
practices” in early childhood intervention.
In addition, the emphasis has been placed on providing intervention within the most
“natural” setting- the home, church, child care center, community center, or
neighborhood park.

40. SOURCES
1. Pyfer, Jean, P.E.D., CAPE, Lauriece Zittel, Ph.D., CAPE, and Kristi Roth,
Ph.D., CAPE. "Chapter 10 Infants, Toddlers, and Preschoolers."Adapted
Physical Education and Recreation. By David Auxter. 11th ed. Boston:
McGraw-Hill, 2010. 302-60. Print.
1. Trawick-Smith, Jeffrey. "The Physical Play and Motor Development of
Young Children: A Review of Literature and Implications for
Practice."The Physical Play and Motor Development of Young Children:
A Review of Literature and Implications for Practice (n.d.): n. pag. Web.
<http://www1.easternct.edu/cece/files/2014/06/BenefitsOfPlay_LitReview
.pdf>.
3. The Beautiful mind of Rick Tennant