BRONFENBRENNER’S ECOLOGICAL APPROACH IN EARLY SPEECH-LANGUAGE INTERVENTION FOR CHILDREN WITH SPEECH DIFFICULTIES

Abstract

This article provides a theoretical and methodological justification for Urie Bronfenbrenner’s ecological approach within the framework of early speech-language therapy for children with speech difficulties. The relevance of this study stems from the need to enhance the effectiveness of early intervention by taking into account the complex influence of environmental factors on a child’s speech development. The paper analyzes contemporary scientific approaches to organizing early intervention, particularly the shift from narrowly clinical models to family-centered and interdisciplinary practices.

It explores the essence of ecological developmental theory, according to which the child is viewed as an active participant in interactions with a multilevel environmental system: the microsystem (family, immediate surroundings), the mesosystem (interrelationships between the educational and family environments), the exosystem (social institutions and living conditions), the macrosystem (cultural values and social norms), and the chronosystem (temporal changes and life events). It is argued that speech disorders should be viewed as a result of the child’s interaction with these levels of the environment, which necessitates a comprehensive approach to speech-language therapy.

The article identifies the key principles of an eco-oriented speech-language therapy approach, including: actively involving the family in the therapeutic process; integrating speech-language therapy tasks into the child’s daily activities; taking into account the sociocultural context and community resources; and ensuring interdisciplinary collaboration among specialists. Particular attention is paid to the role of the natural environment as an effective space for the development of speech skills.

The importance of the ecological approach is emphasized in the context of contemporary social challenges, particularly the pandemic and martial law, which affect the continuity of speech-language therapy and require adaptation of methods for working with the child and family.

The conclusion is drawn regarding the advisability of integrating the ecological approach into the practice of early speech-language intervention as a means of enhancing the effectiveness of a child’s speech development and socialization. Prospects for further research related to the development of practical models for implementing this approach are outlined.