Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 33 - School Psychologists in Early Childhood Settings

  • from Part VII - Special Populations
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 579-597

  • Summary

    In this chapter, we discuss the evolving role of the school psychologist working in early childhood settings, and highlight the importance of early learning and early intervention, standards for training and education of school psychologists to work with young children, and the role of the school psychologist in transitioning young children to kindergarten. We believe that early learning and early childhood education are critical to a healthy, thriving society, including the United States. However, most school psychology graduate programs do not offer knowledge of or experience in early childhood learning, assessment, diagnosis, or intervention. Given the importance of early childhood education and school psychologists’ evolving roles and responsibilities, they are strongly encouraged to engage in professional development activities around early childhood learning, education, assessment, and intervention in order to serve young children optimally. Multiple resources are provided at the end of the chapter to assist school psychologists in increasing their knowledge base regarding early childhood topics.