ABSTRACT
This chapter discusses a bio-psychosocial approach to assessment and focuses on the role of adults in supporting children with fetal alcohol spectrum disorders (FASD). It provides a framework of knowledge and understanding for early childhood professionals (ECPs) and aligns to the early years foundation stage. The chapter discusses the role and characteristics that adults bring to their work in supporting young children with FASD. The significance of the reciprocal interactions and relationships to young children's development is emphasised in attachment theory. It is important that assessment and intervention involve parents/families in a participatory and inclusive conversation and as far as possible take into account the child's natural routines, strengths, likes and dislikes. The strengths and difficulties questionnaire (SDQ) is an assessment tool to measure daily coping ability for children and young people. The concept of pedagogy as providing scaffolding for learning has been important for informing instruction in early childhood settings.
