Tuesday, 22 July 2008

New article on parent and child work

Conductive Education as parent-child interaction

Most theoretical reports of conductive practice rely upon a limited range of well-worn concepts. Theoretical analyses of Conductive Education in psychological, rather than 'therapeutic' terms are few on the ground. Wendy Baker and I have sought to redress this balance a little with publication a couple of days ago of an article on the Internet that describes 'early-age' parent-and-child work from the standpoint of developmental psychology. This is aimed primarily at workers in preschool ‘settings’ in the United Kingdom but may perhaps be of potentially wider interest.

Here is the formal abstract:

Early-age Conductive Education developed as a means to activate young children whose motor disorders impeded interactions with their material and especially social worlds upon which social and psychological development depend (reciprocity). Parent-and-child intervention teaches children together with their parents, enhanced by implementation in small groups. Experience at the National Institute of Conductive Education dates back fifteen years and has also involved a range of disabling conditions beyond motor disorders, including intellectual disorders. The approach is compatible with the thinking of major theorists in psychology (Vygotskii, Wallon, Feuerstein, Bronfenbrenner, Dalto). Given lack of demonstrable efficacy for existing approaches to early intervention, a research methodology is proposed for evaluating this psycho-social family-based intervention.

This is a shortened version of a somewhat longer paper, copies of which are available to enthusiasts upon request.


Baker, W., Sutton, A. (2008) Parent-child interaction as focus for early intervention: experience from early-age Conductive Education, Interconnections Quarterly Journal, no 2, July, pp. 14-22



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