Professional Training in Early Intervention: A European Perspective

Abstract

Abstract Professional training in early childhood intervention (ECI), particularly additional certificates, degrees, or continuing education, is currently a major topic within European working groups. The complexity of ECI, including medical, pedagogical, psychological, and social involvement, the need for both family‐ and child‐centered work, and the child's young age require professional skills that normally exceed standard professional training in the field. This article focuses on current efforts to define a “common ground” of ECI, focusing on the competencies and skills needed for successful early intervention. Common ground issues focus on personal competencies, the knowledge base, joining the family, individual intervention methods, and team‐related activities. The author concludes that there is a strong need for a common professional ground in terms of philosophy, ethics, comparable standards, and evidence‐based intervention methods. Recent European efforts have been focusing on this common ground by designing a common “passport on the professional training” in ECI.