IMPLEMENTATION OF THE EARLY START DENVER MODEL IN THE CONDITIONS OF THE INCLUSIVE GROUP OF THE PRE-SCHOOL EDUCATION INSTITUTION

Abstract

The article provides a theoretical analysis of the socio-psychological possibilities of implementing the Early Start Denver Model in the conditions of an inclusive group of disabled children. Research confirms that the first years of a child’s life are decisive for his further growth and development and influence his future. At the same time, each child learns the world at his own pace and needs a different amount of effort from adults, especially when it comes to children with developmental disabilities.

It is important to invest in the development of such children at an early age, because it helps to avoid more serious problems in the future.  Early detection and early intervention help to realize the child's right to the best start in life.

Early intervention is interdisciplinary assistance to families with young children (birth to 3 years) who have developmental disabilities. The support is aimed at improving the child's development and improving the family's quality of life.

Early intervention is aimed at children in the first years of their life, since early identification of biological and social risk factors for a child’s developmental disorder makes it possible to start intensive care in a timely manner at an early age, when the child’s development is particularly affected. During this period, there are the highest chances of preventing the appearance of restrictions both in the functioning of the family and in the physical and psychosocial development of the child.

The Early Start Denver Model is based on ideas about the patterns of development of infants and young children and about the negative impact of ASD on early development. The goal of the intervention is to improve the ability of a child with ASD to learn based on their own experiences and interactions with adults. Special attention is paid to the development of social-emotional, cognitive and speech abilities. The Early Start Denver Model can be implemented at home or in childcare facilities by trained specialists or parents. It involves the use of ordinary everyday activities to build situations of interaction of a child with ASD with other people, teaching him to communicate and learn. The Early Start Denver Model combines an approach based on the child’s development during natural play and interaction with an adult, with the principles of applied behavior analysis. The experience of practitioners shows that under the influence of working according to the Early Start Denver Model, a child with ASD can noticeably increase his activity in communication, develop the ability to sufficiently effectively interact with relatives and teachers, which will become a good basis for learning in the future. If a child with ASD did not receive early intervention in the first years of life, then the approaches of the Early Start Denver Model can be applied at a later age, of course, taking into account the age and individual characteristics of the child.