Parent-child interaction as focus for early intervention: experience from early-age Conductive Education
Early-age Conductive Education developed as a means to activate young children whose motor disorders impeded interactions with their material and especially social worlds upon which social and psychological development depend (reciprocity). Parent-and-child intervention teaches children together with their parents, enhanced by implementation in small groups. Experience at the National Institute of Conductive Education dates back fifteen years and has also involved a range of disabling conditions beyond motor disorders, including intellectual disorders. The approach is compatible with the thinking of major theorists in psychology (Vygotsky, Wallon, Feuerstein, Bronfenbrenner, Dalto). Given lack of demonstrable efficacy for existing approaches to early intervention, a research methodology is proposed for evaluating this psycho-social family-based intervention.
3523 words (Two halves of 1954 and 1569 words)
