Educação infantil, saúde e intervenção precoce

Abstract

This article consists of a literature review aimed at investigating the relationship between early childhood education, early intervention, and special education, seeking to trace the challenges, potentials, and methodological paths for teaching practice in this context. The research is qualitative and bibliographic in nature, involving searches in journals such as Scientific Electronic Library Online (SciELO), Education Resources Information Center (ERIC), and Latin American and Caribbean Literature in Health Sciences (LILACS), using keywords related to the topic. Studies were selected that address the articulation between caring and educating in early childhood and the importance of educator training to serve children with special needs. The results highlight the potential of collaborative and multidisciplinary practices; however, they also cite as challenging factors for their implementation the lack of effective public policies, infrastructure, vulnerable social contexts, and inadequate ongoing teacher training. In summary, the article reinforces the importance of early intervention associated with inclusive early childhood education, emphasizing qualified training, collaboration between sectors, and family protagonism as essential paths for children's integral development.