Early Childhood Intervention and Developmental Education

This article presents reflections based on our experiences over the past twenty years in basic child development research, and more recently, on our attempt to transfer knowledge to the sector - to the parents, children and educators in early childhood development centres. It is based on a socio-genetic vision of development, which places social transactions at the heart of development. Our adaptation vision also stems from this metatheoretical perspective. Using principal works that are at the source of the perspective of enforcement, we attempt to define this concept and situate it as an intervention principle aiming to support human development. Then, we examine the inherent limits to approaches that are based on the correction or prevention of problems, and from there, the contributions and needs in terms of research. Finally, in an effort to integrate these ideas, we propose a few elements that seem pertinent to the elaboration of human development support programs based on developmental education.