Building effective systems for the implementation of early childhood best practices
DOI:
https://doi.org/10.37467/revhuman.v11.4096Keywords:
Early Childhood, Early Childhood Systems, Implementation, Recommended practices, Transformation processes, Family, Implementation scienceAbstract
Early childhood, understood as the services that attend children with disabilities or at risk of presenting developmental difficulties and their families, have been evolving towards recommended practices based on scientific evidence. These practices are determined by the importance of the family and natural environments as developmental contexts. However, scientific evidence shows that the construction of a system is required for an adequate implementation of these practices.
The purpose of this work is to characterize the scientific research by identifying the main authors, articles and topics and to propose future research for their.
References
Asociación Española Primera Infancia (2020). Manifiesto de Atención Temprana.
Arellano, A., & Peralta, F. (2013). Self-determination of young children with intellectual disability: understanding parents’ perspectives.British Journalof SpecialEducation, 40(4),175–181.https://doi.org/10.1111/1467- 8578.12037
Aria, M. and Cuccurullo, C., 2017. bibliometrix: An R-tool for comprehensive science mapping a na l y sis.
Journal of Informetrics, 11(4), pp.959-975.
Belda, J. C. (2002). El desarrollo infantil y la atención temprana. Paidós. http://paidos.rediris.es/genysi
Bugié Albaladejo, C. (2002). Centros de desarrollo infantil y atención temprana. Revista de neurologia, 34(S1), 143. https://doi.org/10.33588/rn.34s1.2002067
Dalmau-Montala, M., Balcells-Balcells, A., Giné Giné, C., Cañadas Pérez, M., Casas Masjoan, O., Salat Cuscó, Y., Ferré Cruz, V., & Calaf Montserrat, N. (2017). Cómo implementar el modelo centrado en la familia en atención temprana. Anales de Psicología / Annals of Psychology, 33(3), 641–651. https://doi.org/10.6018/ analesps.33.3.263611
Derviş, H., 2020. Bibliometric Analysis using Bibliometrix an R Package. Journal of Scientometric Research, 8(3), pp.156-160.
Dunst, C. J., Johanson, C., Trivette, C. M., y Hamby, D. (1991). Family-oriented early intervention policies and practices: Family-centered or not? Exceptional Children, 58, 115-126
Dunst, Carl J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children’s naturally occurring learning opportunities. Journal of Early Intervention, 23(3), 151–164. https://doi.org/10.1177/10538151000230030501
Dunst, Carl J. (2017). Parents’ social validity appraisals of early childhood intervention practice guides. Journal of Educational and Developmental Psychology, 7(2), 51. https://doi.org/10.5539/jedp.v7n2p51
Dunst, C. J., & Trivette, C. M. (2009). Capacity-building family-systems intervention practices. Journal of Family Social Work, 12(2), 119–143. https://doi.org/10.1080/10522150802713322
Calabuig-Moreno, F., Gonzalez-Serrano, M., Alonso-Dos-Santos, M. and Gómez-Tafalla, A., 2020. Entrepreneurial ecosystems, knowledge spillovers, and their embeddedness in the sport field: a bibliometric and content analysis. Knowledge Management Research & Practice, 19(1), pp.65-83.
Cañadas, M. (2012). La familia, principal protagonista de los Centros de Desarrollo Infantil y Atención Temprana. Edetania: Estudios y Propuestas Socio- Educativas, 41, 129-141. https://dialnet .unirioja.es/ servlet/articulo?codigo=4089699
Early Childhood TA Center. (2015). A System Framework for Building High-Quality Early Intervention and Preschool Special Education Programs. https://ectacenter.org/sysframe/
Escorcia-Mora, Claudia Tatiana, García-Sánchez, Francisco Alberto, Sánchez-López,María Cristina,Orcajada, Noelia & Hernández-Pérez, Encarnación. (2018). Early Childhood Intervention practices in the southeast of Spain: professionals and families perspective. Anales de Psicología, 34(3),500-509. https://dx.doi. org/10.6018/analesps.34.3.311221
Escorcia-Mora, C. T. y Rodríguez Garcia, L. (2019). Prácticas de la Atención Temprana centradas en la familia y en entornos naturales. UNED-Universidad Nacional de Educacion a distancia.
Escorcia, C.; Cañadas, M. y Martínez-Rico, G., (2020). Fases y pasos en la implementación de prácticas recomendadas en Atención Temprana. Siglo Cero.
Dunst, C. J., & Trivette, C. M. (2009). Capacity-building family-systems intervention practices. Journal of Family Social Work, 12(2), 119–143. https://doi.org/10.1080/10522150802713322
De Linares, C. y Rodríguez, T. (2004). Base de la intervención familiar en Atención Temprana. En J. Pérez-López y
A. G. Brito de la Nuez (Coords.). Manual de Atención Temprana (pp. 333-368). Pirámide.
División de la Infancia Temprana (2014). Prácticas recomendadas de la DEC para intervenciones y educación especial para la primera infancia.
Dunst, C. J., Trivette, C. M. (2009b). Let’s be PALS: An evidence-based approach to professional development. Infants & Young Children, 22, 164-175. doi:10.1097/IYC.0b013e3181abe169
Dunst, C. J., Johanson, C., Trivette, C. M., & Hamby, D. (1991). Family-oriented early intervention policies and practices: family-centered or not? Exceptional Children, 58(2), 115–126. https://doi. org/10.1177/001440299105800203
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: Asynthesis of the literature. Tampa, FL: University of South Florida. http://www.popline.org/node/266329
Grupo Atención Temprana (2018). Atención temprana la visión de los profesionales. Real Patronato sobre Discapacidad.
Halle, T.; Metz, A., & Martínez-Beck, I. (Eds.). (2013). Applying implementation science in early childhood programs and systems. Paul H Brookes Publishing Co.
McWilliam, R. (2000). Early Intervention in Natural Environments: A Five-Component Model. Division of Child Development, Department of Pediatrics, Vanderbilt University Medical Center
Liu, W., Tang, L., Gu, M. and Hu, G., 2014. Feature report on China: a bibliometric analysis of China-related articles.
Scientometrics, 102(1), pp.503-517.
Perpiñán, S. (2009). Atención temprana y familia. Cómo intervenir creando entornos competentes. Madrid: Narcea.
Sánchez, F. A. G. (2002). Atención temprana:elementos para el desarrollo de un modelo integral de intervención.
Bordon.
Sánchez, F. A. G. (2020). Atención Temprana, prácticas centradas en la familia y logopedia. Revista de logopedia, foniatría y audiología (Internet), 40(3), 95–98 https://doi.org/10.1016/j.rlfa.2020.06.001
Smith, B., Hurth, J., Pletcher, L., Shaw, E., Whaley, K., Peters, M & Dunlap, G.,( 2014). A guide to Implementation Process: Stages, Steps and Activities. Ecta Center. TA&D Network
Smith, B.J., Fox, L., Strain, P., Binder, D.P., Bovey, T., Jones, A., McCullough, K., Veguilla, M., Dunlap, G., Blase, K., Trivette, C.M., Shapland, D., and Danaher, J (2018). Stawide Implementation Guide. https://ectacenter. org/sig
Martínez-Rico, G., Simón, C., Cañadas, M., & Mcwilliam, R. (2022). Support networks and family empowerment in early intervention. International Journal of Environmental Research and Public Health, 19(4), 2001. https://doi.org/10.3390/ijerph19042001
Montaño Merchán, M. (2017). El estado actual de las prácticas centradas en la familia en atención temprana desde la percepción y experiencia de familias españolas. [Tesis Doctoral Universidad Católica de Valencia -San Vicente Mártir]. https://riucalidad de vida.ucalidad de vida.es/handle/20.500.12466/502
Tamarit Cuadrado, J. (2015). La transformación de los servicios hacia la calidad de vida. Una iniciativa de innovación social de FEAPS. Siglo Cero, 46(3), 47. https://doi.org/10.14201/scero20154634771
Thananusak, T., 2019. Science Mapping of the Knowledge Base on Sustainable Entrepreneurship, 1996–2019.
Sustainability, 11(13), p.3565.
Terán-Yépez, E., Marín-Carrillo, G., Casado-Belmonte, M. and Capobianco-Uriarte, M., 2020. Sustainable entrepreneurship. Review of its evolution and new trends. Journal of Cleaner Production, 252.
The Centre for Effective Services (2012). http://implementation.effectiveservices.org/about
Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2010). Influences of family-systems intervention practices on parent- child interactions and child development. Topics in Early Childhood Special Education, 30(1), 3–19. https://doi.org/10.1177/0271121410364250
Wade, C.M., Milton, R. L., y Matthews, J. M. (2007). Service delivery to parents with an intellectual disability: family-centred or professional-centred? Journal of Applied Research in Intellectual Disabilites, 20, 87-98.
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
