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Intervention In Early Childhood Education

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Educators know all children can learn, although not at the same level. It is common that without early intervention, a child may fall between the cracks, in specific children developing socially and emotionally. There is a term called Response to Intervention (RtI); this is the model that is used in many schools across the country. Schools have begun exploring teaching techniques that can be used in classrooms, with all children. This is a technique that identifies children 's individual needs early on to help prevent the need for intervention services down the road. In this essay the definition of RtI and features of RtI frameworks in early childhood will be described, how implementing the RtI framework can help children develop those much …show more content…
Tier 1 symbolizes its function, as the foundation for other practices deemed appropriate for all young children (Frameworks for Response, n.d.). Tier 2 refers to practices that include scaffolding, repetition, and guided practice in developing appropriate activities and routines (Frameworks for Response, n.d.). Tier 3 is composed of highly individualized teaching practices, such as supporting children in learning skills that are critical to achieving common outcomes that are addressed in Tier 1 (Frameworks for Response, n.d.). An illustration from the article, Frameworks for Response to Intervention in Early Childhood Education: Descriptions and Implications (n.d.), illustrates the triangle with a circle around the model, displaying the key features listed above, making this a dynamic process of gathering, analyzing, decision-making, implementing, and evaluating method for …show more content…
Young who teamed up with other school personnel wrote the article, Developing Socially and Emotionally Resilient Young Children Through an Early Childhood Framework, describe implementing the framework in combination with Positive Behavior Interventions and Supports (PBIS) philosophy. Here they explain the process of developing, implementing, and sustaining practices, so that educators of young learners can help them acquire social/emotional developmental milestones and prepare children for success in years to come. (Young et al.,

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