Мультидисциплинарный подход к диагностике, терапии и профилактике нарушений развития у детей в первые годы жизни

Abstract

<p style="text-align: justify;"><strong>Objectives.</strong> The early detection of deviations in the child development is an important task — both in medical and psychological and pedagogical practice. As a result of the variety of specialized approaches to the development of children in the first years of life, a general idea of the health and development of a young child is often obscured by numerous private assessments. The task of developing a unified synthetic approach towards understanding and as- sessing development by specialists of different profiles seems very difficult.</p> <p style="text-align: justify;"><strong>Methods. </strong>A brief comparative-historical analysis was performed of trends in the change of modern approaches to- wards the diagnosis, therapy, and prevention of developmental disorders in children in the first years of life.</p> <p style="text-align: justify;"><strong>Results. </strong>Arguments are made for the predominant influence of multidisciplinarity in theoretical thinking and clinical practice. At the same time, there has been a tendency towards increased demand on the part of specialists for interdisciplinarity when constructing an overall picture of development, the state of mental health and diseases in a child. The shift in priorities when assessing the development of children by modern researchers is shown — from the levels of formation of cognitive, motor, speech or everyday skills towards the emotional and social levels. There has been a growing understanding among specialists of various profiles of the fundamental importance of relationships with close adults for the development and mental health of an infant and young child. A brief review of the articles included in the thematic issue is made, convincingly illustrating interdisciplinarity and multidisciplinarity in modern diagnosis, therapy, correction and the prevention of childhood developmental disorders.</p> <p style="text-align: justify;"><strong>Conclusions.</strong> The situation of the insufficient provision of Russian specialists working with children in the first years of life with psychodiagnostic tools and scientifically grounded correctional practices remains, the attention of science organizers in the field of medicine, psychology and pedagogy to this has been drawn.</p>