SciELO - Scientific Electronic Library Online

 
vol.34 issue3The role of executive function in social competence and behavioral problems in the last year of preschoolStability of Measure In High Intellectual Ability: preliminary results author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google

Share


Anales de Psicología

On-line version ISSN 1695-2294Print version ISSN 0212-9728

Abstract

ESCORCIA-MORA, Claudia Tatiana et al. Early Childhood Intervention practices in the southeast of Spain: professionals and families perspective. Anal. Psicol. [online]. 2018, vol.34, n.3, pp.500-509. ISSN 1695-2294.  http://dx.doi.org/10.6018/analesps.34.3.311221.

Currently in Spain we are living a process of transformation in Early childhood intervention towards a model centred on the family. This model begins to take on a special role as the fundamental axis of the intervention, participating actively in the educational and rehabilitation process of the child.

Scientific evidence shows that suitable interaction of professionals with the family, through the implementation of relational and participatory practices, is fundamental for the success of the intervention. Therefore, it is crucial to know how these interactions are carried out and how they are perceived by them.

The Styles Questionnaire of Interaction between Parents and Professionals in Early Intervention (SIPPEI) (Escorcia-Mora, García-Sánchez, Sánchez-López & Hernández-Pérez, 2016) was applied in order to analyze the strategies and styles of interaction of professionals with families. The questionnaire was completed by 504 families and 187 professionals.

The results obtained show that Spanish professionals develop more relational practices and less participatory practices with families. However, professionals believe that they do more participatory practices than families actually receive, from the perception of these families. This leads us to conclude, about the need to improve professional training about the implications of family-centred practices in Early Intervention.

Keywords : Early intervention; Practices focused on the family; professional-families relationships; relational practices; participatory practices.

        · abstract in Spanish     · text in English     · English ( pdf ) | Spanish ( pdf )