RANA INTERVENCIJA – TEORIJSKA POLAZIŠTA I PRIMJENA U SAVREMENIM OKOLNOSTIMA
EARLY INTERVENTION – THEORETICAL STARTING POINTS AND APPLICATION IN CONTEMPORARY CIRCUMSTANCES

Summary/Abstract: The article gives an overview of the extremely important approach in working with children who have various developmental disorders at an early age, which is recognized as early intervention. The concept of early intervention implies an approach to the child with the aim of its optimal development from birth to the age of six, which also includes support to parents for the implementation of treatment. Insight into the literature, essays by parents and work programs of institutions dealing with children at an early age, identifies that continuous and team approach to a child with developmental disabilities at an early age is only partial and manifests itself in the form of diagnosis and assessment of abilities. It is indisputable that in the period of early age, treatments that stimulate the development of a child have a better outcome, which is contributed by the neuroplasticity of the brain. This fact is indicated by the long history of written documents of doctors and pedagogues: John Locke, Maria Montessori, Lev Vygotsky and Jean Piaget, who through different approaches give importance to early intervention, and some of them will be presented in this paper. The aim of this article is to point out the importance of early intervention and the need to implement stimulus programs. We have identified that the application of early intervention programs is unattainable for a significant number of children in modern circumstances in the Republic of Srpska and Bosnia and Herzegovina, as evidenced by numerous experiences of parents, as well as a small number of studies. Ultimately, the facts we present in this paper point to the need for basic research with the aim of developing early intervention programs in our country.

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