Diverse parenting goals and community music in early childhood

2017 ◽  
Vol 10 (3) ◽  
pp. 261-271
Author(s):  
Susan Young
Keyword(s):  
Early Childhood ◽  
Community Music ◽  
Parenting Goals

Communicating the Importance of Music in Early Childhood

2017 ◽  
Vol 31 (2) ◽  
pp. 33-35
Author(s):  
Lisa Huisman Koops
Keyword(s):  
Early Childhood ◽  
Elementary Schools ◽  
Preschool Teachers ◽  
Community Music ◽  
Early Childhood Programs ◽  
Music School ◽  
School Teaching ◽  
Early Childhood Professionals ◽  
Suggested Reading ◽  
Music Activities

In this column, I encourage early childhood professionals to clearly and intentionally communicate the importance of music in their programs to parents, administrators, and other stakeholders. I suggest three rationales for the inclusion of music in early childhood programs, give examples of music activities that illustrate each justification, and provide suggested reading and resources for those seeking to advocate for their programs. Whether we are teaching early childhood parent-child classes at a community music school, teaching preK classes within our elementary schools, or training preschool teachers on how to use music in the classroom, it is imperative that we know why music is essential in children’s lives and can communicate this clearly to those who ask.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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