The commitment of our society to the protection of children, especially with those groups that are at risk of suffering alterations in their development, in addition to being an unequivocal exponent of progress and solidarity, must involve all social sectors. This ensures the compensation of individual inequalities and the right to achieve as normalized development as possible and a full and independent life.

Our main objective is that children who have developmental disorders or who may suffer from them, receive all preventive and assistance care that may favor their capacity for development and well-being, making possible their integration into family, school and social settings, as well As your personal autonomy.

It follows from this objective that the actions carried out in Early Attention must reach any child, already present with a disorder or alteration in the physical, psychic or sensory field of their development or in a situation of social or biological risk.

The scope of action must take into account the family and its environment.

In addition to the main objective of Early Care, we must take into account other objectives:

  • Dialogue, integration and participation: Early attention should facilitate the integration of the child in all areas of his life, in addition to providing the necessary guidelines and means to the family to solve the difficulties that may arise.
  • Interdisciplinarity and high professional qualification: Professionals who develop Early Care must have a specific professional training and perform teamwork.
  • Coordination: It is necessary to promote a network work that is complementary and facilitates the quality of family life.
  • Decentralization: A system that is organized according to the needs of the family must be established.

Pathologies and deficits attended by Early Childhood care.

At this point all the pathologies and deficits could be developed and explained in detail, but it is assumed that this concerns the professionals who are going to work in the team, since it is part of their specific training in Early Care and their Bachelor’s Degree , Diploma or Base Degree. It is a work of the Human Resources team, when choosing the professionals that will be part of the team, to know in what subject they are trained to be able to attend with the greatest professionalism to the minors.

Therefore, reference will only be made to the pathologies and deficits subsequently developing each of them.

Language and communication deficits.

  • Language disorders: Expressive level and Receptive Level and joint disorders.
  • Sensory and perceptual disorders: Auditory deficit, Visual deficit, Agnosia.
  • Motor and psychomotor disorders.
  • Motor disability and psychomotor skills.
  • Mental retardation and giftedness.
  • Intellectual disability.
  • Emotional and behavioral disorders.
  • Autism and Down syndrome.
  • Postnatal stimulation.

The family will be advised in all interventions developed by IVAPEC professionals.