Early secondary prevention with disadvantaged preschool children

Abstract

A body of research data is reviewed pointing to considerable intellectual lag and nonstandard linguistic abilities among the disadvantaged. While "difference" and "deficit" theorists interpret these findings differently, many observers agree that early educational intervention may be a useful approach to such problems. A series of early intervention programs is reviewed for three young disadvantaged groups: infants, toddlers, and preschoolers. Findings from these programs suggest that early intervention helps materially to reduce the intellectual and linguistic problems of the young disadvantaged.