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Clinical Psychology and Special Education
2021. Vol. 10, no. 2, 221–238
https://doi.org/10.17759/cpse.2021100212
ISSN: 2304-0394 (online)

Competency-Based Approach in Early Interventions Aimed to Children and Families

 
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Abstract

The article outlines the theoretical basis of the competence approach in early intervention aimed to children and their families, developed by the author. The concept, structural and functional aspects of competence are considered from the perspective of the theory of procedural analysis. Seven levels of competence development are identified: situational interest, pre-competence, minimal, initial, extended, adaptive and advanced competence. The main types of competencies in young children have been determined, including individually oriented, socially oriented, executive, universal and complex ones. A description of the properties of competencies is shown, including spontaneous activation, associated positive affect, openness and flexibility, the tendency towards explicitness, the ability to combine with other competencies. The following principles of the development of competencies were revealed: naturalness, involvement, autonomy, explicitness, balance, complexity and de-contextualization. The application of the approach is illustrated by 2 cases. The possibilities and limitations of the approaches are being discussed.

General Information

Keywords: early intervention, competence, competence approach, theory of processual analysis, property of competence, principle of the competence formation

Journal rubric: Methods and Techniques

OpenAlex citations: 1

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Educational and Psychological Assessments

Information about the work in OpenAlex

Number of citations: 1

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2021100212

Published

For citation: Kazmin, A.M. (2021). Competency-Based Approach in Early Interventions Aimed to Children and Families. Clinical Psychology and Special Education, 10(2), 221–238. (In Russ.). https://doi.org/10.17759/cpse.2021100212

© Kazmin A.M., 2021

License: CC BY-NC 4.0

References

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Information About the Authors

Aleksandr M. Kazmin, Candidate of Science (Medicine), Professor, Department of Neuro and Pathopsychology of Development, Faculty of Clinical and Special Psychology, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-1748-2574, e-mail: mgppukprd@gmail.com

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