(GI-26/3) Procesos Psicoeducativos, Bienestar emocional e Inclusión en la Infancia (GIPBII-OATII-UDIMA)

(GI-26/3) Psychoeducational Processes, Emotional Well-being and Inclusion in Childhood (GIPBII-OATII-UDIMA)

Group Coordinator:

Members of the Research Group:

Keywords:

Early intervention, early childhood, early years education, inclusion, child development, developmental psychology, family-centred practices, natural settings, early intervention, family well-being, professional well-being, transdisciplinarity, quality of services.

Short description of the Group and objectives:

The Research Group on Psychoeducational Processes, Emotional Well-being and Inclusion in Childhood (GIPBII-UDIMA) forms part of the Observatory on Early Intervention, Childhood and Inclusion (OATII), with the aim of addressing the current challenges facing early intervention (EI) and childhood from a scientific and transdisciplinary perspective. In other words, it is a research, analysis and knowledge transfer initiative focused on the study of child development, the improvement of early intervention, and the promotion of inclusion from the earliest years of life, and childhood in general.

This research group facilitates direct synergy between the generation of rigorous theoretical knowledge and its practical application, promoting evidence-based practices that place the child and their family at the center of the intervention, encouraging their participation in natural and community settings.

Consequently, GIPBII-UDIMA and OATII function as interdisciplinary groups and collaborative space for professionals, researchers and institutions committed to the quality of childcare.

Overall Objective

To research, analyse and disseminate specialist knowledge on child development and early years of care, and childhood in general, to promote inclusion and improve well-being.

Specific Objectives

To study the current state of early intervention in different contexts.
To identify and study family-centred practices and their impact on the child’s participation and their environment.
To analyze inclusive interventions in educational, family, and community contexts.
To develop and/or analyse inclusive intervention models that promote community participation among children with functional diversity and typically developing children.
To study the developmental progress of children with functional diversity and typically developing children, as well as psycho-educational processes and contexts.
To identify and evaluate quality indicators in early intervention centres and early years education programmers.
To promote the well-being of children, families, and professionals.
To train educational professionals through formal and informal training programmes.

Investigation lines:

L1. Intervention models in occupational therapy:

Family-centred practices
Intervention in natural settings
Transdisciplinary approach
Organisation and quality of services

L2. Child development and inclusion:

Early language and communication development
Psychological development, emotional well-being and developmental diversity
Addressing diversity: early detection and SEN
Educational and social inclusion
Participation in community settings

L3. Inclusion, quality environments and emerging methodologies:

Assessment of the quality of educational environments (spaces, materials and timings) and their impact on inclusive learning
Application of Universal Design for Learning and active methodologies to address diversity within the mainstream classroom
Natural contexts and environments outside the classroom (playgrounds, the community, etc.) act as settings for learning and inclusion for pupils with SEN

L4. Well-being of families and professionals:

Analysis of teachers’ socio-emotional skills and their impact on the classroom atmosphere
Study of the relationship between the well-being of professionals and the quality of care received by pupils aged 0 to 6
Prevention of professional exhaustion and workplace burnout
The role of the family as a natural environment for development and support for their emotional well-being
Quality of family life and parental empowerment