Assessment of early childhood mental development based on the analysis of parent–child interaction

Context and relevance. Early intervention practice requires assessment tools that not only identify developmental difficulties but also help define immediate goals for psychological and educational intervention. Objective. To develop the theoretical foundations and structure of a diagnostic tool for assessing the development of children from birth to three years of age in interaction with a significant adult. Hypothesis. Analysis of free interaction in a parent–child dyad makes it possible to construct a diagnostic model and develop a tool for identifying disturbances of mental ontogenesis, including communication deficits and sensory features, as well as difficulties associated with insufficiently formed parental competencies. Methods and materials. The development of the diagnostic tool is based on a theoretical analysis of the principles of cultural-historical psychology, the theory of leading activity, and the concept of the genesis of communication. To determine the indicators and their content, the method of expert assessments was used, with the participation of specialists in the field of early correctional care. Results. A method was developed that combines an electronic questionnaire with a structured expert protocol for assessing video-recorded free interaction. It covers forms of communication, object-related activity, individual characteristics of the child, and adult competence. Conclusions. The theoretical and methodological analysis resulted in the diagnostic tool that allows one to consider the mental development of a young child in the context of interaction with a significant adult and to take into account, in their interrelation, the child's characteristics and adult competence.

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