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ERIC Number: EJ788287
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: Author
Reference Count: 81
ISSN: ISSN-0279-6015
Addressing School Readiness: Expanding School Psychology in Early Education
Hojnoski, Robin L.; Missall, Kristen N.
School Psychology Review, v35 n4 p602-614 2006
Historically, the school psychologist's work in early education has been restricted primarily to providing services to young children with special education needs. A more contemporary model calls for an expanded role with a focus on school readiness and the provision of services to all young children and their families in a prevention-oriented approach that is likely to maximize efforts to improve educational and social outcomes. Guided by best practices in school psychology, school psychologists can assist parents and early educators in taking a deliberate and intentional role in facilitating child development. By acting as a liaison between the school system and early childhood settings, school psychologists can assist schools in preparing to meet the diverse needs of their youngest students and can assist early childhood educators in better preparing children for school entry (Carlton & Winsler, 1999). The purpose of this article is to discuss an expanded role for school psychologists in early education within the context of school readiness and organized around the domains of assessment, consultation, and intervention. In addressing each of these domains, applications of best practices in school psychology are presented, with modifications relevant to early education and research highlighted to illustrate the potential contributions of collaborative efforts of school psychology and early education. Finally, challenges to this contemporary model are discussed. (Contains 1 footnote.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Counselors
Language: English
Sponsor: N/A
Authoring Institution: N/A