ERIC Number: EJ788292
Record Type: Journal
Publication Date: 2006
Reference Count: 22
Of Helping and Measuring for Early Childhood Intervention: Reflections on Issues and School Psychology's Role
Bagnato, Stephen J.
School Psychology Review, v35 n4 p615-620 2006
This article discusses the topic of early identification and intervention to accelerate learning for young children. It presents the author's reflections on issues and school psychology's role in early care childhood care and education. It focuses on four central themes or issues which require resolution about early childhood care and education and school psychology: (1) systems integration and funding for universal early care, education, and services; (2) developmentally appropriate practices, school readiness, and response to intervention; (3) sensible measurement to document program impact and child progress and outcomes; and (4) questions about the role and benefits of school psychology for early care and education.
Descriptors: School Readiness, Developmentally Appropriate Practices, School Psychology, Early Intervention, Ability Identification, Equal Education, Outcomes of Education, Role Perception, Early Childhood Education
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: email@example.com; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Opinion Papers
Education Level: Early Childhood Education
Authoring Institution: N/A