Psychology 2043A/B Chapter Notes - Chapter 3: Abecedarian, Psych, Family Values

• School: Western University
• Department: Psychology
• Course: Psychology 2043A/B
• Professor: Smits-Bandstra

Document Summary

Historically, programs known as nursery schools or preschools were an outgrowth of psychologists(cid:859) (cid:272)o(cid:374)(cid:272)er(cid:374)s for (cid:272)hildre(cid:374)(cid:859)s (cid:373)e(cid:374)tal health (cid:449)hi(cid:272)h ps(cid:455)(cid:272)hologists (cid:271)elie(cid:448)ed (cid:449)as fostered by positive child-rearing practices during the first years of life. Children with disabilities were excluded from most programs until the 1960s. The prevailing opinion was that little could be done for a child with disabilities because intelligence and abilities were fixed at birth and therefore could not be changed. In the 1930s, the belief that nothing could be done to improve outcomes for children with disabilities was dramatically challenged by drs. Samuel kirk, further demonstrated that preschool experience could increase the rate of mental development and the social skills of childre(cid:374) (cid:449)ho (cid:449)ere (cid:272)lassified as (cid:862)(cid:373)e(cid:374)tall(cid:455) retarded(cid:863) One of the longest running studies of the importance of early intervention is the. Legislative support for young children with disabilities began in 1968, when congress passed the ha(cid:374)di(cid:272)apped childre(cid:374)(cid:859)s earl(cid:455) edu(cid:272)atio(cid:374) assista(cid:374)(cid:272)e a(cid:272)t.