Why Early Childhood Intervention
Why Early Childhood Intervention?
Educators, scholars, families, and policy makers are becoming increasingly aware of the importance of early childhood education and intervention. The National School Readiness Indicators Initiative’s (2005) Getting Ready report underscores the significance of the first five years of child development, noting “young children’s earliest experiences and environments set the stage for future development and success in school and life” (p. 6). Success in kindergarten is largely dependant on social, emotional, cognitive, and physical development during the preschool years. Efforts to provide early childhood programs, collaborations, and resources to children, families, and schools are a critical component of a proactive, prevention oriented, comprehensive plan for positive child outcomes.
Advocates for high-quality early childhood education have noted that state spending on early childhood programs is increasing. This may be attributed in part to growing recognition that early intervention is highly effective, with estimates of an economic return on investments in early intervention as high as 18-1 dollars spent. From FY 2005 to FY 2007, funding has increased from $2.9 billion to $4.2 billion (Early Childhood Report, 2006). Programs designed to prevent and/or address disabilities in early childhood are regarded not only as economically sound policy, but also as part of our social responsibility (Guralnick, 1997).
Scholarship in the area of early intervention has expanded its focus to include not only child-centered programs, but also interventions that target social support for families. When parent, sibling, and school support are associated with better adjustment outcomes for children (Crnic & Stormshak, 1997). The purpose of this training module is to provide practitioners, trainers, and other interested parties with practical information to facilitate the implementation of family-school partnerships for the early childhood years.
References
Crnic, K. & Stormshak, E. (1997). The Effectiveness of providing social support for families of children at risk. In M.J. Guralnick (Ed.), The Effectiveness of Early Intervention (pp. 209-225). Baltimore, MD: Paul H. Brookes.
Guralnick, M. J. (1997). Second-generation research in the field of early intervention. In M.J. Guralnick (Ed.), The Effectiveness of Early Intervention (pp. 3-20). Baltimore, MD: Paul H. Brookes.
Most states will spend more on pre-k in FY 2—7, survey says. (2006, November). Volume 17, Issue 11.
National School Readiness Indicators Initiative (2005). Getting Ready. Providence, RI: Rhode Island KIDS COUNT.
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