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The Role of Theory in Early Childhood Special Education and Early Intervention

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Abstract

In early childhood special education and early intervention, a variety of theories influence practices. Behaviorism, constructivism, sociocultural theory, and maturationist theory, all from psychology, all have contributed to understanding children’s learning and development. In addition, the field of sociology has contributed theory on social integration and, along with systems theory, has provided insights about how families operate as systems and how children with disabilities may affect the family. All of these theories influence practice and policy in early childhood special education and early intervention. Researchers translate theory into practice through their applied scientific examinations of the efficacy of interventions and identification of evidence-based or recommended practices. Practitioners may choose to follow a single theory (e.g., a behavioral or constructivist program), or they may draw from multiple theories in designing programs for young children with disabilities and their families. When following the latter approach and selecting carefully practices that are evidence based, practitioners follow a “technical eclectic” form of practice that is firmly based on science and professional judgment and also informed by theory.

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Acknowledgment

The author thanks Laura Hall and Stephanie Ridley for their helpful comments on this chapter.

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Authors and Affiliations

  1. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

    Samuel L. Odom

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Editors and Affiliations

  1. University of Florida, Newberry, Florida, USA

    Brian Reichow

  2. Dept Allied Health Sciences, UNC, Chapel Hill, North Carolina, USA

    Brian A. Boyd

  3. Department of Special Education, Vanderbilt University, Nashville, Tennessee, USA

    Erin E. Barton

  4. Frank Porter Graham Child Development In, Univ of N. Carolina at Chapel Hill, Chapel Hill, North Carolina, USA

    Samuel L. Odom

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Odom, S.L. (2016). The Role of Theory in Early Childhood Special Education and Early Intervention. In: Reichow, B., Boyd, B., Barton, E., Odom, S. (eds) Handbook of Early Childhood Special Education. Springer, Cham. https://doi.org/10.1007/978-3-319-28492-7_2

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