Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us

Detalhes bibliográficos
Autor(a) principal: Machado, Marisa Alexandra Maia
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/29789
Resumo: Family-centered practices - an internationally recommended practice to Early Childhood Intervention - assigns families the role of protagonists in the process of supporting children through their active engagement, taking into account their needs and concerns. The purpose of this study is to know what current practices are being adopted by professionals from the perspectives of the families supported. Thus, the objective of the study is to identify the practices that are being implemented in the process of support of Early Intervention at the international level. With the formulation of selection criteria, which were based on the year of publication; type/nature of the study; aims and subjects; we conducted a comprehensive survey of the literature published between 2011 and 2017 in the b-on, ERIC, Scopus and Scielo databases. After reading 1002 study titles, we identified 79 studies, of which we read the abstract and from this we moved on to the full reading of the study. Therefore, we found 14 studies that met the selection criteria and evaluation targets. The analysis of the results was guided by the guidelines for the implementation of the family-centered practices, and thus was composed of four categories: (1) relational practices; (2) participatory practices; (3) technical quality of the professional; (4) transdisciplinary team. These studies provide evidence of the importance and usefulness of Early Childhood Intervention and its benefits to children and their families. The services provided were positively useful in understanding the needs and skills of families and their children and contributed to their development. Contributions of indicators of professional competences emerge
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spelling Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells usPerspectivas de familias sobre las prácticas de Atención Temprana en la Infancia: lo que nos dice la literaturaPerspetivas de famílias sobre as práticas de Intervenção Precoce na Infância: o que nos diz a literaturaEarly childhood interventionFamily-centered practicesEngagement.Atención temprana em la InfanciaPrácticas centradas em la famíliaParticipación.Intervenção Precoce na Infânciaabordagem centrada na famíliaparticipaçãoFamily-centered practices - an internationally recommended practice to Early Childhood Intervention - assigns families the role of protagonists in the process of supporting children through their active engagement, taking into account their needs and concerns. The purpose of this study is to know what current practices are being adopted by professionals from the perspectives of the families supported. Thus, the objective of the study is to identify the practices that are being implemented in the process of support of Early Intervention at the international level. With the formulation of selection criteria, which were based on the year of publication; type/nature of the study; aims and subjects; we conducted a comprehensive survey of the literature published between 2011 and 2017 in the b-on, ERIC, Scopus and Scielo databases. After reading 1002 study titles, we identified 79 studies, of which we read the abstract and from this we moved on to the full reading of the study. Therefore, we found 14 studies that met the selection criteria and evaluation targets. The analysis of the results was guided by the guidelines for the implementation of the family-centered practices, and thus was composed of four categories: (1) relational practices; (2) participatory practices; (3) technical quality of the professional; (4) transdisciplinary team. These studies provide evidence of the importance and usefulness of Early Childhood Intervention and its benefits to children and their families. The services provided were positively useful in understanding the needs and skills of families and their children and contributed to their development. Contributions of indicators of professional competences emergeLas prácticas centradas en la familia - enfoque recomendado internacionalmente para la Atención Temprana en la Infancia - atribuye a las familias el papel de protagonistas en el proceso de apoyo a los niños, a través de su participación activa, considerando sus necesidades y preocupaciones. El propósito de este estudio es conocer cuáles son las prácticas que están siendo adoptadas por los profesionales a partir de las perspectivas de las familias apoyadas. Así, el objetivo del estudio se centra en identificar las prácticas actuais que se están implementando en el proceso de apoyo de Atención Temprana a nivel internacional. Con la formulación de criterios de selección, que se basaron en el año de publicación; tipo/naturaleza del estudio; objetivos y sujetos; se procedió a una investigación exhaustiva de la literatura publicada entre 2011 y 2017, existente en las bases de datos bon, ERIC, Scopus y Scielo. Después de la lectura de 1002 títulos de estudios, identificamos 79 estudios, de los cuales leemos el resumen y de éste pasamos a la lectura integral del estudio. Por lo que encontramos 14 estudios que cumplen los criterios de selección. El análisis se guía por las directrices para la implementación de las prácticas centradas en la familia y por lo tanto en cuatro categorías: (1) prácticas relacionales; (2) prácticas participativas; (3) calidad técnica del profesional; (4) equipo transdisciplinario. Estos estudios proporcionan evidencia de la importancia y utilidad de la Atención Temprana en la Infancia y de sus beneficios para los niños y sus familias. Los servicios prestados fueron positivamente útiles en la comprensión de las necesidades y competencias de las familias y de sus niños y contribuyeron a su desarrollo. Surgen contribuciones de indicadores de competencias profesionales.O desenvolvimento das práticas de Intervenção Precoce na Infância é incompleto sem a participação das famílias. Esta dimensão constitui a componente diferenciadora da abordagem centrada na família - eixo das práticas recomendadas internacionalmente para a Intervenção Precoce na Infância.Assim, conhecer as perspetivas das famílias, apresentadas em estudos empíricos, acerca as práticas de Intervenção Precoce na Infância é o propósito deste estudo.Com a formulação de critérios de seleção, que se basearam no ano de publicação; tipo/natureza do estudo; objetivos e sujeitos; procedemos a uma pesquisa abrangente da literatura publicada entre 2011 e 2017, existente nas bases de dados b-on, ERIC, Scopus e Scielo.Após a leitura de 1002 títulos de estudos, identificámos 79 estudos, dos quais lemos o resumo e deste passámos para a leitura integral do estudo. Pelo que encontrámos 14 estudos que preencheram os critérios de seleção e alvos de avaliação.A análise dos resultados foi guiada pelas orientações para a implementação da abordagem centrada na família e, assim, composta em quatro categorias: (1) práticas relacionais; (2) práticas participativas; (3) qualidade técnica do profissional; (4) equipa transdisciplinar.Estes estudos fornecem evidências da importância e utilidade da Intervenção Precoce na Infância e dos seus benefícios para as crianças e suas famílias. Os serviços prestados foram positivamente úteis na compreensão das necessidades e competências das famílias e das suas crianças e contribuíram para o seu desenvolvimento. Emergem contributos de indicadores de competências profissionais.Universidade Federal de Santa Maria2019-03-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2978910.5902/1984686X29789Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e26/ 1-19Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e26/ 1-19Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e26/ 1-191984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/29789/pdfCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessMachado, Marisa Alexandra Maia2023-12-11T13:07:31Zoai:ojs.pkp.sfu.ca:article/29789Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-12-11T13:07:31Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us
Perspectivas de familias sobre las prácticas de Atención Temprana en la Infancia: lo que nos dice la literatura
Perspetivas de famílias sobre as práticas de Intervenção Precoce na Infância: o que nos diz a literatura
title Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us
spellingShingle Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us
Machado, Marisa Alexandra Maia
Early childhood intervention
Family-centered practices
Engagement.
Atención temprana em la Infancia
Prácticas centradas em la família
Participación.
Intervenção Precoce na Infância
abordagem centrada na família
participação
title_short Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us
title_full Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us
title_fullStr Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us
title_full_unstemmed Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us
title_sort Families’ perspectives about the practices of Early Childhood Intervention: what the literature tells us
author Machado, Marisa Alexandra Maia
author_facet Machado, Marisa Alexandra Maia
author_role author
dc.contributor.author.fl_str_mv Machado, Marisa Alexandra Maia
dc.subject.por.fl_str_mv Early childhood intervention
Family-centered practices
Engagement.
Atención temprana em la Infancia
Prácticas centradas em la família
Participación.
Intervenção Precoce na Infância
abordagem centrada na família
participação
topic Early childhood intervention
Family-centered practices
Engagement.
Atención temprana em la Infancia
Prácticas centradas em la família
Participación.
Intervenção Precoce na Infância
abordagem centrada na família
participação
description Family-centered practices - an internationally recommended practice to Early Childhood Intervention - assigns families the role of protagonists in the process of supporting children through their active engagement, taking into account their needs and concerns. The purpose of this study is to know what current practices are being adopted by professionals from the perspectives of the families supported. Thus, the objective of the study is to identify the practices that are being implemented in the process of support of Early Intervention at the international level. With the formulation of selection criteria, which were based on the year of publication; type/nature of the study; aims and subjects; we conducted a comprehensive survey of the literature published between 2011 and 2017 in the b-on, ERIC, Scopus and Scielo databases. After reading 1002 study titles, we identified 79 studies, of which we read the abstract and from this we moved on to the full reading of the study. Therefore, we found 14 studies that met the selection criteria and evaluation targets. The analysis of the results was guided by the guidelines for the implementation of the family-centered practices, and thus was composed of four categories: (1) relational practices; (2) participatory practices; (3) technical quality of the professional; (4) transdisciplinary team. These studies provide evidence of the importance and usefulness of Early Childhood Intervention and its benefits to children and their families. The services provided were positively useful in understanding the needs and skills of families and their children and contributed to their development. Contributions of indicators of professional competences emerge
publishDate 2019
dc.date.none.fl_str_mv 2019-03-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/29789
10.5902/1984686X29789
url http://periodicos.ufsm.br/educacaoespecial/article/view/29789
identifier_str_mv 10.5902/1984686X29789
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/29789/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e26/ 1-19
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e26/ 1-19
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e26/ 1-19
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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