Seven Key Principles and Practices
for Providing Early Intervention Services
in Natural Environments

  1. Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts.
  2. All families, with the necessary supports and resources, can enhance their children's learning and development.
  3. The primary role of a service provider in early intervention is to work with and support family members and caregivers in children's lives.
  4. The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child's and family members' preferences, learning styles and cultural beliefs.
  5. IFSP outcomes must be functional and based on children's and families' needs and family-identified priorities.
  6. The family's priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.
  7. Interventions with young children and family members must be based on explicit principles, validated practices, best available research, and relevant laws and regulations.

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile

  • FPG Child Development Institute
  • IDEAs that Work