Comprehensive coverage of evidence-supported interventions and guidelines for those helping children in early education settings.

Contributors
Preface and Acknowledgments
Introduction: The Importance of Early Childhood Development, Education, and Intervention
Vincent C. Alfonso and George J. DuPaul
I. ASSESSMENT
1. Assessing and Evaluating Young Children: Developmental Domains and Methods
Vincent C. Alfonso, Joseph R. Engler, and Janice C. C. Lepore
2. Considerations and Methods in Assessing Early Learning and Social–Emotional Development in Young Children
Robin L. Hojnoski and Kristen N. Missall
II. PREPARING FOR SCHOOL: ENSURING ACADEMIC SUCCESS
3. Addressing Socioeconomic Disparities in School Readiness With Preschool Programming and Professional Development Support
Karen L. Bierman, Michael Sanders, and Leslie C. Ho
4. Coming of Age: Evidence-Based Early Literacy Teaching
Kathleen Roskos and Lisa Lenhart
5. Early Number Knowledge and Skills
Gena Nelson and Michèle M. M. Mazzocco
6. Self-Regulation in Young Children: A Skill Set for Lifetime Success
Amanda M. Dettmer, Amanda B. Clinton, and Heather A. Mildon
7. The Utility of Play for Later Academic Achievement
Darlene DeMarie and Jennifer Bugos
8. Leveraging the Developmental Strengths of Young Children in Context
Rebecca Bulotsky-Shearer, Jenna Futterer, Jhonelle Bailey, and Chelsea Morris
III. HIGH-QUALITY LEARNING ENVIRONMENTS
9. Principles and Practices That Promote Positive Guidance in Early Childhood
George J. DuPaul and Courtney L. Cleminshaw
10. Creating Successful Early Learning Environments
Timothy W. Curby
11. Creativity and Creative Potential in Early Childhood Education
Pablo P. L. Tinio, Jennifer Katz-Buonincontro, and Baptiste Barbot
IV. SPECIAL POPULATIONS
12. Promoting Social Competence in Young Children With Disabilities
Tina L. Stanton-Chapman and Eric L. Schmidt
13. Working With Young Children Who Are Culturally and Linguistically Diverse
Amber Radzicki, Tammy L. Hughes, Ashley Schoenenberger, Marissa Park, and Yadira Sánchez
14. Working With Young Children Living in Stressful Environments
Tammy L. Hughes and Cydney V. Quinn
V. ADVOCACY FOR EARLY EDUCATION
15. National Policies and Laws Affecting Children’s Health and Education
Tara C. Raines, Celeste M. Malone, L. Morgan Beidleman, and Noelita Bowman
Index
About the Editors

Vincent C. Alfonso, Ph.D. is Dean of the Gonzaga University School of Education.  Prior to that, he was professor of school psychology in the Division of Psychological and Educational Services in the Graduate School of Education at Fordham University, where he taught a variety of topics including psychoeducational assessment, preschool psychology, training and supervision, and clinical interventions.  Dr. Aflonso received his MA and PhD in Clinical/School Psychology from Hofstra University. His research interests include assessment and treatment of preschoolers, psychoeducational assessment, life satisfaction and subjective well-being, professional training, stressful life events, social support, and health.

George J. DuPaul, PhD, is a professor of school psychology, in the College of Education at Lehigh University. His primary research interest is the treatment of individuals with ADHD and related behavior disorders. He conducts research on school-based academic and behavioral interventions for youth in K-12 settings, early intervention for young children at-risk for ADHD, and the assessment and treatment of college students with significant ADHD symptoms. He also studies health promotion and pediatric psychology, and has directed student-led studies related to nutrition education, asthma, and psychopharmacology.