VET for EI

Voca­tion­al Train­ing for Phys­io­ther­a­pists about Fam­i­ly Cen­tred and Play Based Approach­es in Ear­ly Child­hood Inter­ven­tion (ECVET Based).  EU 2017–1‑TR01-KA202-046189
Dura­tion 24 months.

Spas­tic Chil­dren’s Foun­da­tion of Turkey (Turkiye Spastik Cocuk­lar Vakfi)
Uni­ver­si­ty of Minho-Portugal
PRAX­IS EUROPE CIC- Unit­ed Kingdom
Asso­ci­ação de Par­al­isia Cere­bral de Bra­ga, Portugal

In this project, the tar­get group is phys­io­ther­a­pists work­ing in the clin­ic with infants and chil­dren. It is nec­es­sary to know the phys­io­ther­a­pists close­ly to under­stand the log­ic of the project.

Phys­io­ther­a­pists are high­ly qual­i­fied health pro­fes­sion­als who help peo­ple affect­ed by injury, ill­ness or dis­abil­i­ty through move­ment and exer­cise, man­u­al ther­a­py, edu­ca­tion and advice. Phys­io­ther­a­py “pro­vides ser­vices to indi­vid­u­als and pop­u­la­tions to devel­op, main­tain and restore max­i­mum move­ment and func­tion­al abil­i­ty through­out the lifespan”.

Phys­io­ther­a­pists grad­u­ate with a 4 year under­grad­u­ate degree. Dur­ing the first two years of under­grad­u­ate edu­ca­tion, there are cours­es in basic med­ical sci­ences such as anato­my, phys­i­ol­o­gy and assess­ment cours­es. In the third year, cours­es on treat­ment move­ments are giv­en for dis­eases in dif­fer­ent fields such as orthopaedics, neu­rol­o­gy, car­dio­vas­cu­lar and chil­dren. In the last year of edu­ca­tion pro­gram, there is clin­i­cal intern­ship prac­tice. Phys­io­ther­a­py prac­tices in chil­dren’s dis­eases are taught as a com­pul­so­ry course for one or two semes­ters in the 3rd year of the pro­gram. The field that phys­io­ther­a­pists serve is very broad and because they serve so many dif­fer­ent dis­eases, basic train­ing pro­grams for dis­eases are very basic in under­grad­u­ate edu­ca­tion. The basic lev­el of phys­io­ther­a­py giv­en in under­grad­u­ate edu­ca­tion is called “tra­di­tion­al phys­io­ther­a­py appli­ca­tions”. Tra­di­tion­al phys­io­ther­a­py prac­tices do not take into account the devel­op­ment of the baby and the child, the char­ac­ter­is­tics of the baby with devel­op­men­tal risk and the char­ac­ter­is­tics of the moth­er and par­ents. There is no part of the world that is train­ing an ear­ly inter­ven­tion spe­cial­ist in under­grad­u­ate edu­ca­tion. For this rea­son, ear­ly inter­ven­tion prac­tices are pro­vid­ed by a mul­ti­dis­ci­pli­nary approach­es by phys­io­ther­a­pist, child devel­op­ment spe­cial­ist and psychologist.

In the state of Texas in the Unit­ed States, phys­io­ther­a­pists who are will­ing to work on ear­ly child­hood inter­ven­tion field are oblig­ed to take addi­tion­al cours­es from the child devel­op­ment and psy­chol­o­gy depart­ments to solve this prob­lem. World Con­fed­er­a­tion for Phys­i­cal Ther­a­py (WCPT) rec­om­mends that the under­grad­u­ate cur­ricu­lum should be at least 70% iden­ti­cal in dif­fer­ent coun­tries. For this rea­son, phys­io­ther­a­pists’ post-grad­u­ate train­ing needs are valid in all coun­tries. The WCPT has stat­ed that phys­io­ther­a­pists should devel­op them­selves with the Mas­ter and Doc­tor­ate pro­grams relat­ed to the field in which they work. How­ev­er, this rec­om­men­da­tion is not a rec­om­men­da­tion that all phys­io­ther­a­pists work­ing in the clin­ic can perform.

Our project aim is to strength­en the com­pe­tences of phys­io­ther­a­pists about new approach­es in ear­ly inter­ven­tion system.

To ensure this can be achieved, VET for EI will generate:

-a ded­i­cat­ed cur­ricu­lum and rel­e­vant train­ing mate­r­i­al for the phys­io­ther­a­pists about play-based and fam­i­ly cen­tred approach­es in ear­ly child­hood inter­ven­tion (based on ECVET learn­ing out­comes approach)
— an inno­v­a­tive online learn­ing plat­form, that will allow for an inter­ac­tive learn­ing expe­ri­ence any­time any­where (PC, smart­phone and tablet), mul­ti­lin­gual, and fol­low­ing the Open Source approach (so “free”), pro­vid­ed freely to the relat­ed tar­get group.
— the coun­ty reports which shows the cur­rent sys­tem and approach­es about ear­ly child­hood inter­ven­tion sys­tem in part­ner countries
— the com­par­a­tive report which the ear­ly child­hood inter­ven­tion sys­tems of the part­ner coun­tries will be compared.