Optimizing Evidence-Based Interventions for Enhancing Development in Early Childhood

Dear Colleagues,

Knowledge of child development is critical for professionals working with young children, as rapid developmental changes occur during these early years. In addition, there is a wide variability in what is considered ‘typical development’, making the determination of which skills and behaviors are actually challenged or delayed and require additional attention, support, and/or intervention difficult. Furthermore, findings from research with young children in households considered to be of low socioeconomic status (SES), and/or with an identified disability, and/or from a culturally and/or linguistically diverse (CLD) background have shown that these children have an increased likelihood of demonstrating future academic difficulties and experiencing one or more Adverse Childhood Experiences (ACES), have more limited access to important services and resources, and experience more significant disciplinary practices. As research has found that at least some behavioral, developmental, and mental health difficulties first appear during early childhood, and early difficulties and delays are relatively stable and persistent into both the short- and long-term, identifying children either at-risk for or who currently demonstrate developmental difficulties or delay(s) is important.

A growing body of literature demonstrates the efficacy of early intervention in addressing developmental challenges and promoting healthy development across domains. Such efficacy findings are often reflected in both federal legislation and state laws and practices. This Special Issue emphasizes evidence-based interventions during early childhood, specifically between birth and 8 years old. Papers examining, but not limited to, the following issues are invited: (a) identifying and implementing evidence-based interventions for specific behavioral challenges or to promote a specific behavior(s) or skill(s); (b) involving parents within the intervention process; (c) identifying and working with children and family populations shown to be at higher risk for developmental and educational challenges, such as socioeconomic status (SES), disability status, or with culturally and linguistically diverse (CLD) backgrounds; (d) innovative assessment and intervention practices to address new and elevated needs following the COVID-19 pandemic; (e) providing professional development or training early childhood educators in the areas of assessment and intervention of children experiencing difficulties; and (f) implementation considerations for evidence-based interventions involving young children. 

Dr. Stephanie L. Schmitz
Guest Editor

Manuscript Submission Information

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• early childhood
• evidence-based interventions
• early childhood development
• early intervention
• early childhood educators
• early childhood and families
• diverse populations
• early childhood and innovative practices