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



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

Article type: scientific article


For citation: Kazmin A.M. Competency-Based Approach in Early Interventions Aimed to Children and Families [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2021. Vol. 10, no. 2, pp. 221–238. DOI: 10.17759/cpse.2021100212. (In Russ., аbstr. in Engl.)


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Information About the Authors

Aleksandr M. Kazmin, PhD in Medicine, Professor, Department of Neuro and Pathopsychology of Development, Faculty of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:



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