In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity…

The main goal of this social policy report is to propose a holistic approach for promoting developmental success among Latinx children and youth. This report highlights the need to 1) redefine success and 2) account for intersectional inequalities. First, the current demographic landscape of Latinx students is presented to showcase the variability…

In 2010, Congress authorized the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program by enacting section 511 of the Social Security Act, 42 U.S.C. § 711, which also appropriated funding for fiscal years 2010 through 2014. Subsequently enacted laws extended funding for the program through fiscal year 2022. The program is…

Just as the early years of a child's development create the architecture for future brain growth, early implementation of federal Part C legislation laid the groundwork for a system of supports for families of infants and toddlers with disabilities. Some aspects of the current legislation provide a sturdy foundation for sound policies and…

Interest in child development as a knowledge base for early childhood education programs flourished in the 1970s as a result of the theories and philosophies of Jean Piaget and other cognitive developmentalists. During subsequent decades in America, reform movements emphasizing accountability and achievement became a political and social…

The process of early intervention is a critical component of Early Childhood Special Music Education. Early intervention is the process of providing services, education, and support to young children who have disabilities or to children who are at-risk of developing needs that may affect their physical, cognitive, or emotional development. The…

Early learning guidelines (ELGs)--documents that describe the skills, characteristics, and dispositions adults seek to foster in young children--are increasingly common. Although less prevalent than ELGs for 3- and 4-year-old children, ELGs for infants and toddlers have been developed in more than half of the 50 states. Given this momentum, a…

Reported here are the results of analyses to describe the patterns of identification and academic and developmental outcomes for children with disabilities, conducted as part of the 2004 National Assessment of the implementation of the Individuals with Disabilities Education Act (IDEA). This report provides background context for National…

Today's research about children's play exists in the context of deep societal concern about children's learning and development. Teachers may understand why play is a key contributor to healthy child development, but the pressure of national and state standards, the focus on early literacy, and the introduction of Head Start academic outcomes and…

This year's "Report Card" breaks new ground by providing "The Children's Agenda", which details the top ten high-priority, high-impact actions California policymakers should take to reverse the declining status of children. It's clear any sound plan to revitalize the state must prioritize children's development. California's history backs this up,…