This article uses the developmental systems approach, an approach developed by M. Guralnick (2001), with an aim to assess and evaluate early childhood intervention (ECI) practices in Australia. The author explores the Australian national context of ECI and its complexities and conclude with recommendations to address (a) the possibility of a national policy and practice framework specifically developed for ECI, (b) information and knowledge supports available for families and communities caring for a child with disability or developmental delay, and (c) inclusion strategies that would impact on the quality of children and families' experiences in mainstream settings.
Faculty of Education, Monash University, Frankston, Victoria, Australia.
Correspondence: Hanan Sukkar, DEd, MEd, PGDip, PGCert, BSA, Faculty of Education, Monash University, Peninsula Campus, McMahons Rd, Frankston, VIC 3199, Australia (firstname.lastname@example.org).
This article would not have been possible without the support of Denise Luscombe, National President of Early Childhood Intervention Australia; Dr Tim Moore, Senior Research Fellow at the Center of Community Child Health, and Dr Christina Johnston, Associate Professor at the University of Western Sydney.
The author also acknowledges the support of Early Childhood Intervention Australia National Councilors in constructing this article: Sue Davies (ACT), Jean Walker (ACT), Trish Hana (NSW), Robyn Brice (NSW), Deb Smith (QLD), Sandra Schuptar (QLD), Pos McAulay (SA), Linda Williams (SA), Rowena Wilkinson (SA), Linda Vertigan (TAS), John Forster (VIC), and Lovella Frost (WA).
The author declares no conflict of interest.