THE IMPACT OF INTERNATIONAL PROJECT ACTIVITIES ON THE FORMATION OF TRANSDISCIPLINARY COMPETENCE OF EARLY INTERVENTION SPECIALISTS

Abstract

The purpose of the article is to substantiate the impact of international project activities on the formation of transdisciplinary competence of early intervention specialists, to clarify its content structure, and to develop tools for assessing professional changes in the practice of working with children and families. The research is based on systemic, competency-based, and family-centered approaches. The work uses methods of theoretical analysis of scientific sources, generalization of experience in implementing international educational projects, modeling the structure of academic writing competence, and designing indicators and tools for its assessment. To conceptualize the mechanisms of project impact, a method of constructing a matrix of correspondence between activities, channels of influence, and expected professional results was used. In the course of the study, the concept of transdisciplinary competence of an early intervention specialist was clarified as an integrated ability to work in a team on the basis of partnership with the family in the natural life context of the child. The author’s model of competence was proposed, combining cooperative, communicative, contextual, corrective-pedagogical, and critical-reflective components. A matrix of the impact of international project activities on the knowledge, skills, attitudes, and behavioral manifestations of specialists was developed. For the first time, a comprehensive assessment toolkit is proposed, which includes a self-assessment questionnaire, an observation chart, and a checklist of changes in professional practice. It has been proven that international project activities have a multi-level impact on the formation of transdisciplinary competence, facilitating the transition from a directive model of assistance to partnership-based interaction with the family, the integration of functional goals into the child’s daily life, and the strengthening of team responsibility. The proposed model and tools can be used to monitor the quality of staff training, supervision, and the development of early intervention services.