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2017 | 3(37) | 15-22

Article title

THE SIGNIFICANCE OF RELATIONSHIPS IN EARLY INTERVENTION SERVICES FOR YOUNG CHILDREN AND THEIR FAMILIES

Authors

Selected contents from this journal

Title variants

PL
ZNACZENIE RELACJI W PROCESIE WCZESNEJ INTERWENCJI DLA MAŁYCH DZIECI I ICH RODZIN

Languages of publication

PL EN

Abstracts

PL
Artykuł podejmuje kwestię znaczenia relacji małych dzieci i ich rodzin w procesie wczesnej interwencji. Autorka przedstawia teoretyczne podstawy wczesnej interwencji, a także dokonuje porównania obecnych praktyk z tradycyjnymi praktykami klinicznymi w analizowanym obszarze.
EN
This article discusses the problem of the importance of relationships between young children and their families in the process of early intervention. The author presents the theoretical basis of early intervention and also compares current practices with traditional clinical practices within this field.

Contributors

author
  • California State University, Northridge at 18111 Nordhoff Street, Northridge, CA 91330; tel. + 001 818 6774604

References

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  • Center on the Developing Child at Harvard University. (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Retrieved from: www.developingchild.harvard.edu.
  • Center on the Developing Child at Harvard University. (2008). InBrief: The science of early childhood development. Retrieved from: http://developingchild.harvard.edu/resources/multimedia/ inbrief_series/inbrief_science_of_ecd/.
  • Chen, D. (2014a). Interactions between young children and caregivers: The context for early intervention. In: D. Chen (Ed.). Essential elements in early intervention. Visual impairments and multiple disabilities (2nd ed., pp. 34–84). New York: AFB Press.
  • Chen, D. (2014b). Early intervention practices: Effective strategies and service delivery. In: D. Chen (Ed.). Essential elements in early intervention. Visual impairments and multiple disabilities (2nd ed., pp. 85–131). New York: AFB Press.
  • Chen, D., Klein, M.D., Haney, M. (2007). Promoting interactions with infants who have complex multiple disabilities: Development and field-testing of the PLAI curriculum. Infants & Young Children, 20, 149–162.
  • Chen, D., Klein, M.D., Minor, L. (2008). Online professional development for early interventionists: Learning a systematic approach to promote caregiver interactions with infants who have multiple disabilities. Infants & Young Children, 21, 120–133.
  • Dote-Kwan, J. (1995). Impact of mother’s interactions on the development of their young visually impaired children. Journal of Visual Impairment & Blindness, 89, 47–58.
  • Dunst, C.J., Dempsey, I. (2007). Family – professional partnerships and parenting competence, confidence, and enjoyment. International Journal of Disability, Development and Education, 54(3), 305–318.
  • Dunst, C.J., Trivette, C.M., (2009). Capacity-building family-systems intervention practices. Journal of Family Social Work, 12, 119–143.
  • Dunst, C.J., Trivette, C.M., Hamby, D.W. (2007). Meta-analysis of family-centered help giving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 370–378.
  • Dunst, C.J., Kassow, D. (2008). Caregiver sensitivity, contingent social responsiveness and secure infant attachment. The Journal of Early and Intensive Behavioral Intervention, 5(1), 40–56.
  • Hanson, M.J., Lynch, E.W. (2013). Understanding families: Approaches to diversity, disability and risk (2nd ed.). Baltimore: Paul H. Brookes.
  • Mahoney, G. (2009). Relationship focused intervention (RFI): Enhancing the role of parents in children’s developmental intervention. International Journal of Early Childhood Special Education, 1(1), 79–94. Retrieved from: http://www.int-jecse.net/INT-JECSE-5.pdf.
  • McWilliam, R.A., Scott, S. (2001). A support approach to early intervention: A three-part framework. Infants & Young Children, 13(4), 55–66.
  • Reichman, N.E., Corman, H., Noonan, K. (2008). Impact of child disability on the family. Maternal & Child Health Journal, 12, 679-683. DOI: 10.1007/s10995-007-0307-z.
  • Sameroff, A.J. (2009). The transactional model of development. How children and contexts shape each other. Washington, DC: American Psychological Association.
  • Thomas, A., Chess, S. (1977). Temperament and development. New York: Brunner/Mazel.
  • Trivette, C., Dunst, C., Hamby, D, (2010). Influences of family-systems intervention practices on parent-child interaction and child development. Topics in Early Childhood Special Education, 30, 3–19.
  • Vaillant, G.E. (2012). Triumphs of experience. The men of the Harvard Grant Study. Cambridge, MA: Belknap Press of Harvard University Press.
  • Woolfson, L. (2003). Disabled children, parents and society – A need for cognitive reframing. Proceedings of the British Psychological Society, 11(1), pp. 5–5. ISSN 1350-472X. Retrieved from: http://www.bps.org.uk/sites/default/files/images/ceproceedings11_1feb2003.pdf.
  • Workgroup on Principles and Practices in Natural Environments (March, 2008). Seven key principles: Looks like / doesn’t look like. OSEP TA Community of Practice- Part C Settings. Retrieved from: http://ectacenter.org/~pdfs/topics/families/Principles_LooksLike_Doesnt- LookLike3_11_08.pdf.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.desklight-1376a6ce-344d-412b-a861-10fdd29fe970
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