Alphabetari Papakosta Niki

Early Intervention

The early intervention program is aimed at children aged 2 to 4 years with the ultimate goal of training skills in the areas of functional communication, sensory mobility and self-service/autonomy.

Αλφαβητάρι Παπακώστα N. - Υπηρεσίες, Πρώιμη Παρέμβαση

Early Intervention

Special sessions

Children learn these skills through individual and group sessions of the program, which take place both inside the center and outside in the community (e.g. playground, supermarket, square).

Programs

The early intervention program is designed based on the principles of Behavior Analysis and Sensory Integration theory, where individualized plans are created for our students. Research has shown that the role of the parent as a co-educator is crucial for the child’s development (Cruz-Torres, Duffy, Brandy, 2020 and Dogan et al., 2017) for this reason parents participate in the educational program, through monthly meetings.

FAQ

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Early Intervention

Parental Participation

Parents are encouraged to attend the program in person, so that they can use the techniques themselves in everyday life with their child.

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Early Intervention

Program Objectives

Behavior Improvement

Children learn to communicate what they want (verbally or in an alternative way), reducing inappropriate behaviors and maintaining constant stimulation.

Communication Skills

They improve basic communication skills such as eye contact and joint attention and develop the skill of imitation through play with therapists and peers.

Interaction with peers

They learn to interact with their peers, wait their turn, and follow them in play through tabletop and movement activities.

Gross and Fine Mobility

They develop the gross and fine motor skills, as well as hand-eye coordination, which are necessary to engage in play.

Autonomy

Their autonomy is promoted by following the daily routine and completing basic daily living skills (e.g. toileting, hand washing, dressing and feeding).

Construction sector

copying ability on the plane and on paper, tracing.

Graphomotor domain

tracing, frame filling, prewriting, writing organization.

Practical mechanism

ideation the child identifies “what is” what we give him, planning “what to do”, programming “how to do it”, execution “execution in an organized and coordinated manner”.