Abstract:

Problem Statment:
The issue of taken up considerations evokes the nature of supporting the development of each child provided by parents and emphasizes the values of interactions in the home environment.
When undertaking the analysis of the phenomenon of supporting child development, one should reach the socio-interactive paradigm of the mental development of Bronfenbrenner's child; the transactional model of Sameroff's development emphasizing the role of mutual exchange of traits, actions of the child and parents; the concept of L. Wygostki focused on the zone of the nearest development; techniques of educational interactions highlighted in the studies of B. White's syndrome; occasional training of S. Szuman; episodes of R. Schaffer's joint involvement; building the scaffold of J. Bruner and D. Wood as well as the intermediary teaching of R. Feuerstein.

Purpose of The Study:
The aim of the undertaken research was to determine the types and level of parental support provided to young children with normal development, disabled in the home environment. Research topics have been specified in the form of the following issues: What is the level of parental support for a child with normal development, a disabled child? Are there significant differences between support groups in this respect, and if so, what is their nature?
Methods:
The study employed a self-made tool, Questionnaire "Kinds of parental support for a young child", B. Kosewska.

Results of the Study:
Conducted research authorizes to formulate practical recommendations useful for building and improving the quality of parental care for a small child with various development at the age of 0-3:
- building awareness of the essence, conditions of optimal development of the child in the first year of life in all social groups,
- creating conditions for staying with a child during the day, the possibility of building
and lifting, among others language competences; the suggestion is, for example, to establish nursery care points - a daily carer,
- raising knowledge, skills in the development of independence, self-determination and implementation of behavioral techniques in the process of upbringing; organizing workshops aimed at developing the above-mentioned spheres of development, tools supporting the process of bringing up a small child.

References:
[1] R. Piotrowicz, Being together - the foundation of the process of supporting child development In: Piotrowicz R., Walkiewicz - Krutak M. A small child - a lot of ideas. Selected areas of child development support. pp. 11-30. Warsaw: Publisher of The Maria Grzegorzewska University, 2016.
[2] H.R. Schaffer, Child psychology. Warsaw: PWN Scientific Publisher, 2013.
[3] L.S. Vygotsky, Selected psychological works II. Childhood and growing up. Crowd. Brzezińska A., Marchow M. (eds.) Poznań: Zysk i S-ka publishing house, 2002.

Keywords:

Child 0-3 years old, child with normal development, disabled child, parent / parents of a small child, supporting development in the home environment.