CONTRIBUTIONS OF EDUCATIONAL SPEECH-LANGUAGE PATHOLOGY IN EARLY CHILDHOOD EDUCATION: A COMMITMENT TO A NON-MEDICAL PRACTICE

Abstract

Considering the importance of pursuing common goals and objectives in Speech-Language Pathology and Early Childhood Education, with a view to establishing a mutual commitment to non-medicalizing practices, this essay begins by discussing the expanded concept of health and situating the educational speech-language pathologist as a care professional whose duty is to offer listening, observation, and support to anxieties and sufferings generated in educational institutions, with a view to enhancing teaching and learning processes. Following this, some misconceptions in the actions of health professionals are presented when based on myths of productivity, homogeneity, and individuality, with the consequent medicalization of teaching and distancing from the real demands of education and, therefore, without the possibility of promoting any change. Next, it addresses childhood experiences as a premise and guideline for the guiding documents of early childhood education, which should also serve as a guide for the actions of Educational Speech-Language Pathology, which aims to be interdisciplinary. Based on the documents, points of convergence between the two fields of activity are listed, along with the challenges faced by both areas regarding the demedicalization of childhood and early childhood education. Finally, a partnership between Speech-Language Pathology and Early Childhood Education is suggested, supported by reading and expanding the fields of experience of young children, alongside the promotion of meaningful experiences that foster cultural repertoire, curiosity, creativity, and imagination in these children.