This article reports on a study of practitioners’ use of In-the-Picture – a reflective, observational approach – when delivering early intervention programmes to young disabled children. To date, In-the-Picture has been used mainly by researchers to study interactions and learning between young children, practitioners and the children’s parents in home and early childhood settings. Practitioners involved in this early research had expressed an interest in using the tool themselves. This project aimed to engage such potential users, support them in using the approach and gain evidence of its impact upon their practice. In-the-Picture facilitates listening and communication between adults and children with learning disabilities. It is based upon a sociocultural understanding of learning, seeing the parents, children and practitioners as agents participating in an emerging teaching and learning process. It derives from a qualitative grounded research method which enables the researcher to consider the child’s perspective, through the use of first-person narrative observation, photography of the child’s focus of attention and reflective discussion with the child, practitioners and family. This study involved 10 Portage services in England, who provide weekly home visits with a focus on supporting play and communication with their child. Training was delivered to over 80 Portage Home Visitors across these 10 services. A selected sample of 20 practitioners, 2 from each service, was interviewed after 6 weeks and again within focus groups after 3 months. All interviewees used the approach in their own way and identified challenges in its use, but In-the-Picture was seen as relevant and valuable by all the participants, producing changes in thinking and practice, while proving flexible and simple to use. The study also exemplified how current early-intervention working practices in England limit the opportunity to engage with the child’s perspective and how practitioners value having the opportunity to do so.

中文翻译：

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“树立更好的图片”：从业者的观点：对残障儿童使用听力方法

本文报道了一项针对从业者在为残疾年轻儿童提供早期干预计划时使用画中画的研究。这是一种反思性的观察性方法。迄今为止，“画中画”已被研究人员主要用来研究年幼的儿童，从业者和儿童父母在家庭和幼儿环境中的互动和学习。参与这项早期研究的从业者已经表示有兴趣自己使用该工具。该项目旨在吸引此类潜在用户，支持他们使用该方法，并获得其对他们的实践的影响的证据。画中画可促进学习障碍的成年人与孩子之间的听力和沟通。它基于对学习，与父母见面，儿童和从业人员作为代理人参与新兴的教学过程。它源自定性的研究方法，该方法使研究人员能够通过使用第一人称叙事观察，对孩子关注的焦点进行摄影以及与孩子，从业人员和家庭进行反思性讨论来考虑孩子的观点。这项研究涉及英格兰的10个Portage服务，他们每周提供一次家庭访问，重点是支持与孩子的游戏和交流。通过这十项服务，已为80多位Portage家庭访问者提供了培训。6周后对20名从业者进行了抽样调查，每项服务2名，在3个月后再次接受了焦点小组的访问。所有受访者都以自己的方式使用了该方法，并确定了该方法的使用挑战，但是所有参与者都认为该图片具有相关性和价值，在改变思维和实践的同时，还证明了其灵活易用的特点。这项研究还例证了英国目前的早期干预工作实践如何限制了与孩子的观点交往的机会，以及从业者如何珍视有机会这样做。