Early Intervention Impact Infants' and Toddlers' Language, Cognitive, and Social-Emotional Skills

Abstract

Chapter 1 Statement of Problem Through the years of research on infant and toddlers development, we have learned ‘the first three years of life are critical because children develop many of the basic learning patterns and abilities that they will build upon for the rest of their life’ (Park, 2008). Out of twenty million children in the United States, according to a 2011 Disability Status Report (Cornell, 2012), one hundred fifty thousand have some form of disability. These statistics do not include children that are developmentally delayed, or have speech impairments. A majority of the parents with children with disability are not disabled themselves, and have never been around a person with a disabilities. Because of this, the need for intervention is important for both the parent(s) and child. The first three years of a child’s life are the most critical because they develop many basic learning patterns and abilities that they will build upon for the rest of their lives. The experiences and education they receive affect how their brains develop, and lay the foundation for success in school and life (Kalek, 2008).