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EXAMINING THE PERCEPTIVE ROLES OF A SCHOOL PSYCHOLOGIST IN COLLABORATION WITH EARLY EDUCATORS

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Date Issued:
2016
Abstract/Description:
The collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all children" contributes to systems integration among schools and early childhood programs (Bagnato, 2006). This study is important to further examine the roles of current school psychologists and to study their collaborative work with early intervention. Early childhood intervention is defined as the provision of educational, family, health and/or social services during any of the first eight years of life to children who are at risk of poor outcomes because they face socio-environmental disadvantages or have developmental disabilities (Reynolds, 2004). Federal law acknowledges the importance and need for early intervention as The Economic Opportunity and Community Partnership Act of 1974 and subsequent amendments to the law required Head Start programs in each state to serve a minimum of 10% children with disabilities (Hooper & Umansky, 2004). When children are not meeting milestones, early intervention increases the likelihood of success and a more positive later outcome.
Title: EXAMINING THE PERCEPTIVE ROLES OF A SCHOOL PSYCHOLOGIST IN COLLABORATION WITH EARLY EDUCATORS.
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Name(s): Cohn, Monique, Author
Jennings-Towle, Kelly, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all children" contributes to systems integration among schools and early childhood programs (Bagnato, 2006). This study is important to further examine the roles of current school psychologists and to study their collaborative work with early intervention. Early childhood intervention is defined as the provision of educational, family, health and/or social services during any of the first eight years of life to children who are at risk of poor outcomes because they face socio-environmental disadvantages or have developmental disabilities (Reynolds, 2004). Federal law acknowledges the importance and need for early intervention as The Economic Opportunity and Community Partnership Act of 1974 and subsequent amendments to the law required Head Start programs in each state to serve a minimum of 10% children with disabilities (Hooper & Umansky, 2004). When children are not meeting milestones, early intervention increases the likelihood of success and a more positive later outcome.
Identifier: CFH2000070 (IID), ucf:45561 (fedora)
Note(s): 2016-05-01
B.S.
College of Education and Human Performance, School of Teaching, Learning, and Leadership
Bachelors
This record was generated from author submitted information.
Subject(s): School Psychology
Early Educators
Early Intervention
Roles
Psychology
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000070
Restrictions on Access: public
Host Institution: UCF

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