Scientific basis of early intervention for infants and young children and their families

Authors

  • Rifkat Muhamedrahimov St. Petersburg State University, 7–9, Universitetskaya nab., St. Petersburg, 199034, Russian Federation https://orcid.org/0000-0003-3532-5019

DOI:

https://doi.org/10.21638/spbu16.2024.401

Abstract

The adoption of the Concept of Early Intervention in the Russian Federation, the inclusion of early intervention for young children and their families into Federal law and its dissemination in regions of Russian Federation assumes familiarization of professionals with its interdisciplinary scientific basis. This work is aimed at literature reviewing and presenting in one article the basic concepts and early pioneer works that served as the basis for the early intervention as a field of interdisciplinary clinical, research and training activities. The results of the work indicate that in the period preceding the emergence of early intervention, and during its formation in the 1980s and 1990s, the international community provided studies in a wide range of infancy and early childhood research areas. New data were obtained and generalized in the field of child psychoanalysis and psychiatry, pediatrics, developmental psychology, neurobiology, the consequences of early deprivation, the effectiveness and cost-effectiveness of early childhood programs. The received scientific information was largely revolutionary, changing ideas about the abilities and early development of infants, as well as about intervention programs and methods. The studies of evidence-based early childhood intervention programs have shown their effectiveness and cost-effectiveness. To be effective, the early intervention requires to apply the scientific data in many areas: in intervention programs and methods, normative and methodical documents, research and training programs.

Keywords:

children, infancy and early childhood, families, early intervention, scientific basis

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References

Литература

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NICHD Early Child Care Research Network. Child-Care effect sizes for the NICHD study of early child care and youth development // American Psychologist. 2006. Vol. 61. P. 99–116.

Odom S. L., Wolery M. A unified theory of practice in early intervention/early childhood special education: Evidence-based practices // The Journal of Special Education. 2003. Vol. 37, no. 3. P. 164–173.

Osofsky J. D., Connors K. Mother-infant interaction: An integrative view of a complex system // Handbook of infant development / Osofsky J. D. (ed.). New York: Wiley, 1979. P. 519–548.

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Radley J. J, Sisti H. M, Hao J., Rocher A. B., McCall T., Hof P. R., McEwen B. S., Morrison J. H. Chronic behavioral stress induces apical dendritic reorganization in pyramidal neurons of the medial prefrontal cortex // Neuroscience. 2004. Vol. 125. P. 1–6.

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Sameroff A., Seifer R., Barocas R., Zax M., Greenspan S. Intelligence quotient scores of 4-year-old children: Socio-environmental risk factors // Pediatrics. 1987. Vol. 79. P. 343–350.

Schweinhart L., Montie J., Xiang Z., Barnett W., Belfield C., Nores M. Lifetime Effects: The High/Scope Perry Preschool Study Through Age 40. Ypsilanti: HIGH/SCOPE. 2005.

Spitz R. A. Hospitalism: An inquiry into the genesis of psychiatric conditions in early childhood // Psychoanalytic Study of the Child. 1945. No. 1. P. 53–74.

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Stern D. N. The first relationship: infant and mother. Cambridge: Harvard University Press, 1977.

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The St. Petersburg — USA Orphanage Research Team. The effects of early social emotional and relationship experience on the development of young orphanage children // Monographs of the Society for Research in Child Development. 2008. Vol. 73, no. 3. P. 1–262.

Thompson R. A., Nelson C. A. Developmental science and the media: Early brain development // American Psychologist. 2001. Vol. 56, no. 1. P. 5–15.

Winnicott D. W. The theory of the parent-infant relationship // International Journal of Psychoanalysis. 1960. No. 41. P. 585–595.


References

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Bakermans-Kranenburg, M. J., Bunkers, K. M., Dobrova-Krol, N. A., Engle, P. (2012). The development and care of institutionally reared children. Child Development Perspectives, 6 (2), 174–180.

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Published

2025-02-21

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Muhamedrahimov, R. (2025). Scientific basis of early intervention for infants and young children and their families. Vestnik of Saint Petersburg University. Psychology, 14(4), 571–587. https://doi.org/10.21638/spbu16.2024.401

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Vol. 14 No. 4 (2024)

Section

Theoretical and Methodological Problems in Psychology

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Articles of "Vestnik of Saint Petersburg University. Psychology" are open access distributed under the terms of the License Agreement with Saint Petersburg State University, which permits to the authors unrestricted distribution and self-archiving free of charge.