A change in teachers’ perception of the early childhood intervention process. From the traditional approach to the family-centered model

Abstract

In recent years, teachers have been prepared to implement a new model of early childhood intervention. The aim of this article is to present the process of change in teachers’ perception of activities related to the implementation of early support for child development – from a traditional approach, focused primarily on the child and the specialist, to a family-centered model. The study highlights the key differences between both approaches, emphasizing the importance of relationships with parents and the development of mutual cooperation as the foundation of effective child development support. The article discusses teachers’ assessment of the goals resulting from family involvement in the support process, including, among others, the increase of parental competences and the greater effectiveness of specialists’ actions.