Theoretical value postulates of family-oriented early interventions

Abstract

Summary: Children with developmental disabilities, as well as children that are likely to develop deviations during developing process, are children who need additional support in the form of encouraging development and learning. Early intervention programs include early diagnosis, early intervention in working with the child, family empowerment in the form of counseling, information and education to encourage the child's development and early inclusion, that is, the inclusion of the child in the regular educational system. The aim of the paper is to indicate a paradigm shift in the provision of early intervention to children with developmental delays, developmental difficulties or disabilities, which is largely reflected in the family's orientation to a new approach to providing the necessary and additional support. The ultimate goal of the family-centered approach is to improve the well-being of the whole family, and early intervention is provided by a transdisciplinary, interdepartmental Early Intervention Team, which is made up of professionals from three systems (health, preschool education, and social care) and is located in one of those three systems, as the most adequate solution. Family support is provided by the Early Intervention Team through home visits conducted by the primary service provider and through support to educators/nurses when the child is involved in pre-school education. This paper emphasizes a transdisciplinary approach, which implies a holistic understanding of the child and an integrated way of learning, and in accordance with this, the stimulation of the development of early-age children in the family and in kindergartens, that is, in the natural environment, is realized. The experts who make up the Early Intervention Team together with the family and based on the functional assessment determine the priorities of the child and the family and together create an individual family support plan. Pedagogical implications of this paper can be seem in the recognition of the key changes in the practical action of experts in the field of family support for assuming a role in providing support to the child.