What I Do

At BEES, I focus on working with children under the age of 6 who have needs that require extra support. I provide support to children who have delays in their development and to children who have been officially diagnosed with a disability. I develop a child’s skills using evidence-based interventions and use a holistic approach to learning. Each child is unique and deserves a program that focuses on their particular needs and I develop each individual program based on the strengths and challenges of each child. I provide support in my clinic and in the home, as well as collaborate with kitas and other support services, such as speech and occupational therapy, in order to make sure all progress is universal.

I also specialize in working with children on the Autism Spectrum and helping their families find ways to support them in all areas of their life. Early intervention is shown to be one of the most important things for a child on the spectrum. It allows children to be supported as soon as they are diagnosed and can help them develop the skills, intrapersonal relationships, and self-assuredness that they need in order to feel comfortable as they grow up.

Services we provide include:

  • Clinic-based early intervention for children 0-6
  • Home-based child and family support for children 0-6
  • Small-group lessons for social skills
  • Autism intervention
  • Parenting workshops
  • Teacher Workshops
  • Screening and informal assessment

I can work with Jugendamt funding when available.

About Me

Emily Pye

Emily Pye has a masters degree in Early Intervention and a teaching credential in Early Childhood Special Education from the University of Oregon. She has 10 years of experience teaching children ages 0-8 years old who have been diagnosed with a developmental delay or disability. She spent 9 years working in schools, in both California and Germany, teaching students, collaborating with parents and teachers, and developing intervention plans for students. She also has developed multiple special education programs targeted to students with special needs. She specialized in students with Autism, social-emotional delays, communication needs, and sensory dysregulation. Currently, Emily works directly with children and families to develop interventions to support the individual needs of the children in all environments. She regularly coordinates with therapists, teachers, medical professionals, and caregivers to ensure the developmental progress of children and helps develop structured plans that all support specialists can follow.
Emily Pye smiling, holding a stack of children's books

What is Early Intervention

Early Intervention describes the services that support babies and young children (0-8) with developmental delays and disabilities. There is a focus on the child as the center of a community that surrounds them, which includes families, caregivers, teachers, and friends. Various services can be under the umbrella of Early Intervention, including speech therapy, physical therapy, occupational therapy, behavioral therapy, and other services that focus on the needs of children and families. Early intervention has a significant impact on a child’s ability to learn new skills, overcome challenges, and often improves academic performance and everyday life.

Who Benefits?

Early intervention can take a variety of forms, from home visits, to clinical therapy, to school-based programs. Many families require more support than is available through the traditional Kita or medical system and early intervention is shown to help when those supports are not enough. Early intervention is important for both children and families who are at-risk, such as low-income households, children in foster care, or migrant families and for those who have a diagnosed need that requires targeted interventions and support. If a child is at-risk for developmental delays or has a medical diagnosis, early intervention ensures they have the best chance at success in life.

What is a Developmental Delay?

A developmental delay is when a child is not reaching the developmental milestones expected for their age and background. A large part of early intervention is to support these children and their families, to help determine the cause of delays, and to recommend whether a formal diagnosis is needed. Often, children who experience a developmental delay early in life are able to make up the difference with early intervention and their delay does not affect them later on in their development. Areas that are affected by developmental delays are:

  • Cognitive development (problem solving, early academics, understanding)
  • Physical development, including vision and hearing (Gross and fine motor)
  • Communication development (speaking and understanding language)
  • Social or emotional development (playing with others, self control, managing their emotions)
  • Adaptive development (caring for themselves and their things)

When is a diagnosis needed?

The cause of some children’s delays are the result of a physical or mental health reason, such as a chromosomal defect, apraxia, autism, or anxiety. An assessment is completed to determine the cause of their delay. When children are not making progress, even with intervention, or displaying characteristics associated with diagnosable needs, it is generally suggested that the children and families go through an assessment. Assessments can be completed formally through the German medical system, or they can be done privately through psychologists. If you feel that your child needs to be evaluated or are unsure if assessment is needed right now, please contact me and I can help you determine the best path for you and your child.

Contact

Berlin Early Education Services

Emily Pye

Markelstraße 1912163 Berlin