The necessity for an increased understanding of quality in early childhood practices by school psychologists

Due to the increased recognition of the importance of quality early childhood education for young children from economically disadvantaged homes and young children with disabilities, public schools are beginning to provide early childhood programs. Implementing such programs into the public schools will require school psychologists to be knowledgeable in the premise of developmentally appropriate practices and its crucial role in quality early childhood education. This paper presents a framework of developmentally appropriate practice and what constitutes quality early childhood education programs. The benefits of quality early childhood education programs are assessed through the examination of longitudinal research of early education programs and the effectiveness of state-funded early childhood programs. Specific studies focus on selected aspects of developmentally appropriate practice concerning child development and growth. This review looks at ways of assessing developmentally appropriate practices from the ecological view point. The paper concludes with implications for school psychologists