Perfil de competências interdisciplinares profissionais em práticas recomendadas na intervenção precoce na infância

Abstract

Best practices for professionals working with young children, especially those at risk or with developmental delays, emphasize the importance of ethical standards, professional competencies, and family-centered approaches. These guidelines highlight interdisciplinary and collaborative skills as cornerstones of Early Childhood Intervention (ECI). Objective: To investigate and describe the profile of interdisciplinary competencies among professionals working within recommended practices in Early Childhood Intervention, with an emphasis on the specific competencies of occupational therapists and the implementation of international guidelines in the Brazilian context. Methodology: The research was structured into two complementary studies. Study 1 involved the translation and cross-cultural adaptation of two international reference documents addressing professional training and practices in early childhood intervention: Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE) (Division for Early Childhood – DEC, 2020) and Key Principles of Early Intervention and Effective Practices: A Crosswalk with Statements from Discipline-Specific Literature (Whipple, 2014), ensuring their suitability for Brazilian Portuguese. Study 2 consisted of a field study involving 22 professionals working in IPI, all of whom held postgraduate degrees in the field, selected through mixed sampling (snowball and convenience). Data was collected via online questionnaires, and the analysis employed thematic content analysis, supported by qualitative analysis software. Results: Study 1 resulted in the availability of translated and culturally adapted versions of two relevant international instruments, expanding access to theoretical and practical frameworks in the Brazilian context. In Study 2, professionals demonstrated a strong commitment to collaborative, inclusive, and family-centered practices. However, structural challenges were identified, such as the need for greater integration among different professional fields, families, and institutions, as well as the strengthening of interdisciplinary competencies and continuous investment in professional training to align with international recommendations. Concluding remarks: The study highlights the importance of interdisciplinary skills and collaborative work for the implementation of family-centered practices in early childhood intervention. Despite the observed advances, challenges remain regarding the organization of services and coordination between professionals and families. Of note is the importance of continuous professional development and the incorporation of international guidelines adapted to the Brazilian context, with the aim of promoting more equitable, qualified, and effective practices in early childhood.