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.

News items related to the topic: Early childhood development and early intervention

	Translation of Disease-Targeted Therapies in Neurodevelopmental Disorders Translation of Disease-Targeted Therapies in Neurodevelopmental Disorders
	Getting Started: Imaging the Minds and Brains of Human Infants Getting Started: Imaging the Minds and Brains of Human Infants

Studies related to the topic: Early childhood development and early intervention

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• Child Language & Literacy Lab
• Sign up to learn more about the Child Studies Group’s play-based studies!
• Learning to use scale models
• The Children's eBook Project
• The Effects of Visual and Auditory Stimulation on Exploration in Infancy

People related to the topic: Early childhood development and early intervention

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, Emeritus

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.
Professor of Pediatrics, Psychology, and Psychiatry & Behavioral Sciences; Director of Training, UCEDD; Director, Vanderbilt Consortium LEND; Neurobehavioral Phenotypes Coordinator, IDDRC Clinical Translational Core B

Whitney Loring, Psy.D.
Clinical Psychologist; TRIAD Families First Coordinator; Associate Professor of Pediatrics and Psychiatry & Behavioral Sciences; TRIAD 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.
Chair and 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.
Professor Emerita of Psychology and Human Development

Tedra A. Walden, Ph.D.
Professor of Psychology and Human Development, Emerita

Zachary E. Warren, Ph.D.
Director, Division of Developmental Medicine, Vanderbilt Department of Pediatrics; Professor of Pediatrics, Psychiatry & Behavioral Sciences, and Special Education; Executive Director, VKC TRIAD; Director, Autism Research, Department of Pediatrics and Vanderbilt Kennedy Center; Autism Research Registry Faculty Director; Deputy Director of Community Engagement, Frist Center for Autism & Innovation

Amy Weitlauf, Ph.D.
Associate Professor of Pediatrics; TRIAD Associate Director of Research

Tiffany Woynaroski, Ph.D., CCC-SLP
Assistant Professor of Hearing & Speech Sciences

Paul J. Yoder, Ph.D.
Professor of Special Education, Emeritus

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