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Early childhood intervention came about as a natural progression from special education for children with disabilities (Guralnick, 1997). Many early childhood intervention support services began as research units in universities (for example, Syracuse University in the United States and Macquarie University in Australia) while others were developed out of organizations helping older children.
In education, Response to Intervention (RTI or RtI) is an academic approach used to provide early, systematic, and appropriately intensive supplemental instruction and support to children who are at risk of or currently performing below grade or age level standards.
According to the United States Department of Education, this program focuses on "improving early learning and development programs for young children by supporting States' efforts to: (1) increase the number and percentage of low-income and disadvantaged children in each age group of infants, toddlers, and preschoolers who are enrolled in high ...
When children are diagnosed early, they can start receiving services at earlier stages of development. State health and/or education departments offer early intervention services for children under the age of three years, while the public school system offers services for children from ages three through twenty-one. [12]
Early intervention programs for children living in low socioeconomic situations, such as the Head Start Program, began showing up around the country. [6] Education was soon at the forefront of many political agendas. As of the early 1970s, U.S. public schools accommodated 1 out of 5 children with disabilities. [7]
Behaviorists look at learning as an aspect of conditioning and advocating a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory .
Head Start helps to create healthy development and early childhood education in low-income children ages three to five. Family and Community Partnerships engage and support parents to identify and meet their own goals, nurture their children, and advocate for communities that support children and families.
The theory behind the act is that the years before a child reaches kindergarten are the most critical to influence learning. Many children do not have access to early education before entering kindergarten. [2] The goal of the act is to provide a comprehensive set of services for children from birth until they enter kindergarten. [1]