Early childhood development and early intervention
Early childhood development refers to the process of physical, cognitive, personality, and psychosocial growth occurring from birth through age 5. Early childhood education refers to programs for toddlers and preschool children. Early intervention is action taken using medical, family, school, social, or mental health resources. It is aimed at infants and children at risk for or in the early stages of mental, physical, learning, or other disorders. The term may also include obstetric and prenatal care. In the United States, the federal Individuals with Disabilities Education Act (IDEA) requires that children 3 years of age and older with disabilities receive educational services through public school systems. Consequently, early intervention programs most often serve children from infancy up to 3 years of age.
Studies related to the topic: Early childhood development and early intervention
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People related to the topic: Early childhood development and early intervention
Erin Barton, Ph.D.
Associate Professor of Special Education
Amy Booth, Ph.D.
Professor of Psychology & Human Development
Penelope H. Brooks, Ph.D.
Professor of Psychology, Emerita, Peabody College
Stephen M. Camarata, Ph.D.
Professor of Hearing & Speech Sciences and Psychiatry & Behavioral Sciences
David Dickinson, Ed.D.
Margaret Cowan Chair and Professor of Teacher Education, Department of Teaching and Learning; Associate Dean for Research and Strategic Planning
H. Carl Haywood, Ph.D.
Professor of Psychology, Emeritus, Peabody College
Mary Louise Hemmeter, Ph.D.
Professor of Special Education
Ann P. Kaiser, Ph.D.
Susan Gray Chair in Education and Human Development; Professor of Special Education and Psychology
Evon B. Lee, Ph.D.
Associate Professor of Pediatrics, Psychology, and Psychiatry & Behavioral Sciences; Director of Training, UCEDD; Associate Director, Vanderbilt Consortium LEND; Neurobehavioral Phenotypes Coordinator, IDDRC Clinical Translational Core B
Whitney Loring, Psy.D.
Clinical Psychologist; TRIAD Families First Coordinator; Assistant Professor of Pediatrics and Psychiatry & Behavioral Sciences; TRIAD Assistant Director of Training
Amy Needham, Ph.D.
Chair and Professor of Psychology and Human Development
Julia Noland, Ph.D.
Research Assistant Professor of Psychology and Human Development
Megan Saylor, Ph.D.
Associate Professor of Psychology and Human Development
C. Melanie Schuele, Ph.D.
Associate Professor of Hearing and Speech Sciences
Anne Marie Tharpe, Ph.D.
Professor of Hearing and Speech Sciences and Chair of the Department; Professor of Otolaryngology; Associate Director, Vanderbilt Bill Wilkerson Center
Georgene Troseth, Ph.D.
Associate Professor of Psychology, Peabody College
Tedra A. Walden, Ph.D.
Professor of Psychology and Human Development
Zachary E. Warren, Ph.D.
Associate Professor of Pediatrics, Psychiatry & Behavioral Sciences, and Special Education; Executive Director, Vanderbilt Kennedy Center Treatment and Research Institute for Autism Spectrum Disorders (TRIAD); Director, Autism Research, Department of Pediatrics and Vanderbilt Kennedy Center; Autism Research Registry Faculty Director, IDDRC Clinical Translational Core B; Deputy Director of Community Engagement, Frist Center for Autism & Innovation
Amy Weitlauf, Ph.D.
Assistant Professor of Pediatrics
Tiffany Woynaroski, Ph.D., CCC-SLP
Assistant Professor of Hearing & Speech Sciences
Paul J. Yoder, Ph.D.
Professor of Special Education
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