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Volume 1, Issue 4 (1972)

Innovative Opportunities for School Psychologists in Early Childhood Education

pp. 8—17

As noted in an editorial in a recent issue of this journal, school psychology has been undergoing a process of self-appraisal during the past few years. During this same period, early childhood education has been experiencing a renaissance of interest in the field. This renaissance is apparently due in part to an interpretation of the scientific literature relating experience to development (see Caldwell, 1970) and in part to a growing demand for developmental services for young children. This increase in interest in the early childhood years was perhaps symbolized most dramatically by the launching of Project Head Start and by the resistance to curtailments of this program, despite publications that have been interpreted as failing to support the effectiveness of such programs on sustained cognitive and social development in young children. The attempts in many states to establish publicly supported kindergartens, the efforts made at the national level to pass a Child Development bill that would provide comprehensive services to young children and families, and the increasing public consciousness of the importance of help for women during their childbearing and childrearing age have all helped to consolidate the position of early education in the public consciousness. It is unlikely that the new programs which have been launched and supported during the last five years or so will be taken away.

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