Pedagogical Implications regarding caring for children with FASD in early childhood settings.

As an early childhood teacher I would like to be aware of and be informed of the implications foetal alcohol syndrome can have on the children I may teach one day. 

The New Zealand Early Childhood Curriculum outlines some guidelines and standards that teachers must adhere to when working with children with any form of special needs. Foetal alcohol syndrome would come under this category. The guidelines are as follows:

“Including Children with Special Needs

Care and education for children who have special needs is provided within the diverse range of early childhood services. The curriculum assumes that their care and education will be encompassed within the principles, strands, and goals set out for all children in early childhood settings. Activities will be age appropriate and developmentally appropriate and will enable children with special needs to be actively engaged in learning. An Individual Development Plan or Individual Education Plan (IDP or IEP) will be developed for any children who require resources alternative or additional to those usually provided within an early childhood education setting. Objectives for an IDP or IEP will be realistic, useful, and of value to the child and family. The programme will provide activities to meet the specified objectives, and the equipment necessary to promote independence. Te Whàriki is designed to be inclusive and appropriate for all
children and anticipates that special needs will be met as children learn together in all kinds of early childhood education settings. The programmes of each centre will incorporate strategies to fully include children with special needs."  

(Ministry of education, 1996, p. 11)

The Canadian Child Care federation (2003) outlines some 'tips' for parents and caregivers of children with foetal alcohol syndrome. These tips included establishing clear rules for the child, and following the same routine daily, giving the child plenty of notice if something is going to change. They believe these 'tips' will be useful as children with foetal alcohol often find it hard to associate their previously learned behaviours and/or skills with a new environment. Other tips include breaking down tasks to make them more manageable for the child to ensure the child’s development and self-esteem is supported. Providing the child with opportunities to make decisions for themselves (The Canadian Child Care Federation, 2003). 

It is important to not only think about the child in your care with foetal alcohol syndrome but also the parents and/or caregiver of the child with foetal alcohol syndrome. It is vital to understand and remember as an early childhood teacher that there are often different circumstances behind every child who may have been diagnosed with foetal alcohol syndrome. It is important that as early childhood teachers we stay free from judgment and accusations. "Sensitive support is critical to ensuring parents understand the nature of the disability, the prognosis and services available to them" ( Whitehurst, 2012).  Circumstances include the mother not being aware or educated about consuming alcohol whilst pregnant. She may have been misguided by family and friends or even a health professional. Below is a youtube link of a mother explaining her circumstances and how she was misguided during her pregnancy around consuming alcohol. 

Melissa - Birth mother of a child born with FASD - Misguided (2012)

Teachers must remember that they are not specialists nor are they doctors and must not be quick to diagnose children with FASD without obtaining proper guidance from professionals. 

When working with families of children with any form of special needs the New Zealand Early Childhood Curriculum – Te whāriki (1996) states that teachers must “take time to listen seriously to the views parents and caregivers have of their children’s learning and development and share decision making with them” (p. 55) and feel “welcomed and be comfortable and involved in the programme in ways that are meaningful to them and their child” (p. 55).