Early Childhood

NASP supports effective early childhood education and intervention as a means of promoting positive outcomes for all young children and believes that school psychology services should be provided for all young children with and without identified disabilities.

Children develop in the context of families, communities, and culture, and therefore, services must be sensitive and relevant to the cultural and linguistic diversity of young children and their families.  NASP supports active roles for school psychologists in early childhood education and intervention to support behavioral and social-emotional development, school readiness, transition to school, and early school success for all young children. The resources on these pages are intended to support school psychologists currently working with, and those who hope to expand comprehensive school psychological services to, early childhood populations.

The Early Childhood Taskforce

The Early Childhood Taskforce (2019-2021), comprised of early childhood experts within the field of school psychology, compiled and developed a range of resources to provide research, best practices, and guidance specific to working with children ages 0-9.

These resources are organized by four general topic areas:

  • Social Justice

    Access to high quality early childhood education for all students is a key component of ensuing equitable outcomes and addressing disparaties.

  • MTSS – Academic, Consultation

    Early childhood services are most effective when delivered via a multi-tiered system of support that involves consultation among school psychologists, early educators, and families.

Early Childhood Research-to-Practice Summaries

These brief handouts provide an overview of existing research to inform school psychology practice with infants and young children. 

Additional Resources