NASP supports effective early childhood education education and intervention as a means of promoting 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 therfore, services must be sensitive and relevant to the cuitural and linguistic diversity of young children and their families. NASP supports active roles for school psycholgists in early childhood eduation and intervention to support behavioral and social-emotional development, school readiness, transition to school, and early shool success for all young children. The resources on these pages are intended to support school psychologists currently working with, and those who hope to exapnd comprehnsive 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:
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.
This article provides information on second language acquisition and development, strategies for teaching ELL children, and special education assessments and services for ELL students.
This brief highlights the importance of executive functions in early childhood to promote success in later academic, emotional, behavioral, and social skills and competencies.
Early Childhood Mental Health Consultation (ECMHC) works to maximize the social-emotional skills of all children while minimizing the vulnerabilities of children experiencing behavioral difficulties.
When implemented in preschool, MTSS aids in early identification of at-risk students, minimizes inappropriate special education referrals, and remediates potential delays affecting school readiness and later learning or social emotional outcomes.
Long-Term Outcomes of Early Childhood Programs: Evidence on Head Start, Perry Preschool Program, and Abecedarian
Overall, research on early childhood care and education (ECCE) indicates that programs meeting high-quality standards can lead to positive results in the domains of student academic success and overall life outcomes.