Tollan Kristen, Jezrawi Rita, Underwood Kathryn, Janus Magdalena
Toronto, ON M3J 1P3 Canada Department of Communication and Culture, York University.
School of Early Childhood Studies, Toronto Metropolitan University, Toronto, ON M5B 2K3 Canada.
Curr Dev Disord Rep. 2023;10(2):147-153. doi: 10.1007/s40474-023-00274-8. Epub 2023 Feb 18.
Early intervention programs have been shown to increase the overall socio-emotional and physical wellbeing of children in early childhood and educational settings. The goal of this narrative review is to explore recent literature that describes implementation of these systems and highlights innovative practices in the early childhood intervention sector.
Twenty-three articles were included, and we identified three themes in this review. The literature addressed concepts of innovative techniques in relation to childhood disability interventions; policy practices that promote child, family, and practitioner wellbeing; and attention to the importance of trauma-informed care in education for children and families who face the impacts of social marginalization such as racism and colonization.
Notable shifts in the current early intervention paradigms are approaches to understanding disability informed by intersectional and critical theories, as well as systems level thinking that goes beyond focusing on individual intervention by influencing policy to advance innovative practice in the sector.
早期干预项目已被证明可提升幼儿在幼儿期和教育环境中的整体社会情感及身体健康状况。本叙述性综述的目的是探讨近期描述这些系统实施情况的文献，并突出幼儿干预领域的创新实践。
纳入了23篇文章，我们在本综述中确定了三个主题。文献涉及与儿童残疾干预相关的创新技术概念；促进儿童、家庭和从业者福祉的政策实践；以及关注创伤知情护理对面临种族主义和殖民化等社会边缘化影响的儿童和家庭教育的重要性。
当前早期干预范式的显著转变包括以交叉性和批判性理论为指导来理解残疾的方法，以及超越关注个体干预、通过影响政策以推动该领域创新实践的系统层面思考。
