Healthy Development in Young Children: Evidence-Based Interventions for Early Education

This book shows experienced educators and mental health practitioners who work with young children (2‑5 years of age) how to implement programs and interventions based on the latest scientific research in day care centers, preschools, special education settings, and kindergartens.
 

Every year brings new research studies that aim to describe early childhood development. Despite this boom in research, there has been little useful translation of these studies into clear recommendations for educators and mental health practitioners.

Chapters in this volume offer guidelines on child assessment across five key areas of development—cognitive, language, behavioral and social-emotional functioning, adaptive behavior, and motor skills.

Contributors describe interventions to help children meet age‑appropriate expectations regarding cognitive and emotional maturity, and other key developmental tasks including numerical understanding, early literacy programs; and play. Other chapters discuss broad policies and legal issues impacting early education. Special attention is given to interventions for preschoolers with developmental disabilities, and the unique needs of children who are culturally and linguistically diverse. 

Psychologists, speech‑language pathologists, social workers, and teachers will find a wealth of information in this comprehensive, practical volume.

 

Vincent C. Alfonso, Ph.D. is Dean of the Gonzaga University School of Education.  Prior to that, he was professor of school psychology in the Division of Psychological and Educational Services in the Graduate School of Education at Fordham University, where he taught a variety of topics including psychoeducational assessment, preschool psychology, training and supervision, and clinical interventions.  Dr. Aflonso received his MA and PhD in Clinical/School Psychology from Hofstra University. His research interests include assessment and treatment of preschoolers, psychoeducational assessment, life satisfaction and subjective well-being, professional training, stressful life events, social support, and health.

George J. DuPaul, PhD, is a professor of school psychology, in the College of Education at Lehigh University. His primary research interest is the treatment of individuals with ADHD and related behavior disorders. He conducts research on school-based academic and behavioral interventions for youth in K-12 settings, early intervention for young children at-risk for ADHD, and the assessment and treatment of college students with significant ADHD symptoms. He also studies health promotion and pediatric psychology, and has directed student-led studies related to nutrition education, asthma, and psychopharmacology.