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Essay / Research Paper Abstract
This 11 page paper provides an overview of the setting, purpose, structure and cost of the early intervention programs, specifically Early Head Start and Pre-K. This paper compares the two. Bibliography lists 10 sources.
Page Count:
11 pages (~225 words per page)
File: MH11_MHearinter2.rtf
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Unformatted sample text from the term paper:
services and positive learner outcomes by assessing two different programming options, Early Head Start and Pre-K programs. This paper outlines the benefits of both options and introduces a few
criticisms of the programming types, in consideration of both the NAEYC goals set in 2009 and the outcomes of assessments in relation to learner performance at the onset of elementary
education. Introduction The concept of early intervention and the development of early intervention programming have been at the forefront of educational design since the 1990s. Researchers have
recognized that early intervention strategies have the potential for addressing many different issues, including readiness for learning in kindergarten and intervention services for children with special needs (Bryant & Graham,
1993). The foundations of early intervention and the development of programs have become a component of state planning and many states have sought evidential proof of outcomes of early
intervention programs, including Early Head Start and Pre-K programs, in order to support budget allocation for programming costs. In 2009, the National Association for the Education of Young
Children (NAEYC) outlined their position on early intervention programming from birth to age 8, relating the belief in early intervention services and the importance of integrating these services in preparing
young children for compulsory education. While early childhood intervention is not a new concept, the NAEYC has noted that significant changes have occurred in recent years as a
result of the lack of good care for infants and toddlers in highly vulnerable populations and also the lack of methods for addressing the needs of varied populations (NAEYC Position
Statement, 2009). Increasing immigration, growing second language learner populations and increasing mainstreaming for children with disabilities have led to the need for early intervention services in many states in
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