Abstract
Practitioners who were told that they needed to do early intervention in natural environments were talking about what this would look like for young children and their families. Their conversations led them along a path of listing learning opportunities for young children in their communities. In less than 30 minutes, more than 100 people, places, and events had been identified. Practitioners unfamiliar with some learning opportunities asked about their locations. The activities were located on a map drawn by one of the participants. What the practitioners had accomplished was a rudimentary type of community mapping.
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