Timing of intervention becomes particularly important when a child runs the risk of missing an opportunity to learn during a state of maximum readiness. If the most teachable moments are not taken advantage of, a child may have difficulty learning a particular skill at a later time.

School Readiness Program

el-FiVE (early learning-FiVE) is designed for children with developmental and learning issues within the age range of 24-48 months. One of the critical goals of el-FiVE is school-readiness. The focus is on promoting independent functioning, fostering social interaction, and integrating them with their natural environment (home and school). Along with learning specific skills, children will learn to be competent of surviving and enjoying peer interaction thus encouraging positive social-emotional development.

Family participation in program

One of the most important features of el-FiVE is that it is centered on families. This includes parent empowerment, establishment of parent–professional partnerships, and recognition of the significance of family patterns of interaction to children's development and well-being. Our facilitators are trained to be sensitive to issues outside the child's specific needs that may affect development directly or indirectly, such as issues within the family and emotional status of parents themselves.

Evidence based practice helps our facilitators quantify the progress of the program, by documenting every step in the process. Tracking progress on a regular basis helps to make critical ongoing decisions on modifying intervention strategies, increasing challenges, altering expectations etc.

School Readiness

Maintaining detailed documentation facilitates smooth transfer of information between the facilitators, parents and school authorities. This will help ease the stress of the new challenges that the child and family may face when the child starts his academic experience.

The environment

Most often a child's environment is his 'Home' but 'environment' can also refer to any setting where the child spends a significant amount of his time. The environment should enhance healthy development of the child's sensory processing and cognitive, motor, social-emotional and communication skills. el-FiVE is set in a structured yet creative child friendly environment with carefully selected interactive play material that builds curiosity in each child. This also provides the child with opportunities to explore and interact with different sensory stimulations, and share their experience with their peers and adults.

Care is taken to maintain a clutter free environment and consideration is given to the heterogeneity of the group where one child may need an 'Alternative Augmentative Communication' system while another may need certain physical 'Adaptive' devices.

The facilitators

The facilitators are specially trained educational professionals (teachers). They are dedicated and passionate about working with children and are equipped with the knowledge and skills. All facilitators in the el-FiVE program are trained and well informed on the needs of a child with developmental disabilities.

Ratio – 1:3 (facilitator:children)

Tracking progress of each child

The program follows a systematic documentation process that allows tracking the child's progress throughout the period.

. An initial assessment
. A 3-month period of intervention
. A second assessment
. Another 3-month period of intervention
. A third assessment
. Another 3 month period of intervention
. Review