Praxis Course: Thorne Practicum
Semester: Spring ‘26
Faculty Advisor/Professor: Jodie Baird
Community Partner: Phebe Anna Thorne School
Praxis Site Supervisor: Jodie Baird
Praxis Poster:
Psyc215_EarlyIntervention Clara_Udelson
Further Context:
In the Thorne Practicum course, we were placed within various classes at the Phebe Anna Thorne Preschool while, simultaneously, researching early childhood educational practices. Katya and Isabella worked in the Language Enrichment Preschool Program (LEPP) which provides early speech interventions for children ages 3-5. Clara worked in the younger classroom where several students receive individualized early intervention supports. These experiences inspired us to reflect on the common theme of early intervention. The creation of this poster prompted us to further research the topic of early intervention and synthesize the underlying developmental concepts with our personal experiences. Through the process, we gained a deeper understanding of the importance of early intervention and the many forms it can take. In the poster, we outlined the importance of early intervention as well as the ways it appears within our praxis site.
Clara: I worked in the younger classroom at the Thorne school where I witnessed several county provided services. In the poster, I described the Pennsylvania Early Intervention Program to highlight how these services are accessible across the state of Pennsylvania. The Thorne school specifically uses services provided by the Montgomery County Intermediate Unit. It is amazing to me how many different types of services that children can receive at no cost from the state. I have personally witnessed one-on-one aides, occupational therapists, speech-language pathologists, and hearing specialists in just one classroom at Thorne. It can feel a bit hectic with so many adults moving in and out of the room, but the impact these services have is incredible. I have seen the development of children’s social and communication skills which allows them to fully connect with their peers and blossom in the school environment. I’m grateful to have been able to study and witness early intervention services.
Isabella: I worked in the LEPP classroom where I got to see targeted language interventions happening throughout the day in a really intentional way. On the poster, I focused more broadly on the importance of early intervention and how access to support at a young age can shape later development. Being in LEPP made that idea feel much more real, because I could actually see how those supports were helping the kids grow over time. I watched their confidence build as they became more comfortable using language, and it was especially meaningful to see how that translated into their play with peers. As their language developed, their play became more interactive and collaborative, and I really enjoyed being able to join in and watch those moments unfold. I also saw how being in a smaller, specifically targeted classroom setting gave them the support they needed to learn and practice these skills in a manageable environment. It made it clear to me that this kind of early intervention is helping prepare them to enter kindergarten more ready to participate, communicate, and handle the expectations of a larger and more complex school setting.
Katya: I also worked in the LEPP classroom, where I had the chance to observe play-based speech, language, and social interventions in a group of 3-5 year old students. Working on the LEPP specific section of the poster, I synthesized some of the most impactful aspects of early intervention I experience daily in my placement. The structured nature of class time, with play stations targeted towards specific language, procedural, social, creative, or motor skills, and similar targeted group activities, helped streamline transitions and create a predictable environment that promoted focus, skill development, and self-regulation. I saw newer students build up their confidence and understanding of classroom routines, taking proactive steps to follow routines and help others do the same. Simultaneously, the very small classroom, teacher to student ratio, usually 1:2 on my placement day, and individual speech-language pathologist sessions, allowed for consistent individualized support with targeted learning relating to play, social communication, and language production. In just one semester, I saw not only growing vocabulary, grammatical awareness, and pronunciation skills, but also development in how they were put into practice, through collaborative social and play skills. A testament to the importance of early intervention, it was valuable to witness many of these moments of growth, and I am so glad I got to be involved in their learning.