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Mental Health Services
Mental health services refers to the continuum of behavioral health interventions and treatment options for young children with mental and behavioral health concerns. This entry defines and describes the continuum of mental health service options and common treatment approaches to mental health intervention for young children.
Continuum of Mental Health Services
Services for young children identified with mental disorders are limited compared to services for their otherwise disabled same-aged peers (e.g., speech impaired, developmentally delayed). However, when a child has been identified with a mental disorder, a continuum of service-delivery options is considered. Specifically, a team of stakeholders (i.e., professionals and caregivers) consider where, how much, and what types of mental health services are required for the child to experience therapeutic success. Service-delivery options are considered along ...
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- National Association of Early Childhood Specialists in State Departments of Education
- National Head Start Association
- National Institute for Early Education Research
- Neonatal Health and Development
- Ounce of Prevention Fund
- Policy and Early Childhood Education
- Prevention Science and Early Education
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- Recommended Early Intervention Practice Guidelines
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- Standardized Assessment
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- Early Childhood Research and Policy Linkages
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- Effective Advocacy Practices
- Equity and Equality in Early Childhood
- Ethics in Early Childhood Education
- Family Life Education
- Field Experiences
- Highly Qualified Early Childhood Teachers
- High-Quality Early Education, Long-Term Benefits of
- History of Early Childhood Education in the United States
- Identifying as an Early Childhood Professional
- Immigrant Families and Early Childhood Education
- Intentional Teaching
- Internships
- Interpreting Assessment Data
- Kindergarten Environments
- Leadership in Early Childhood Education
- Master Teachers
- Measuring Effectiveness
- Men in Early Childhood Education
- Mental Health Services
- Mentors
- Models
- Moral Dimensions of Teaching
- Multiple Methods of Assessment
- Neuroscience and Early Education
- Noncurricular Play
- Objectivity and Subjectivity in Assessment
- Observational Assessment
- Paraprofessionals
- Parenting Support and Education
- Pedagogical Knowledge
- Personnel Preparation for Early Intervention
- Planning
- Play and Early Childhood Education
- Play, Definition of
- Policy and Early Childhood Education
- Postmodernism
- Preparing Early Childhood Teachers to Implement Digital Media
- Preschool Administration
- Preservice Teacher Preparation
- Prevention Science and Early Education
- Principals, Role of
- Professional Development for Diversity
- Professional Dispositions of Early Childhood Educators
- Professionalism
- Quality Rating and Improvement Systems
- Reflective Practice
- Regulatory Agencies
- Reliability and Validity in Child Assessment
- Standards
- State Policy Making
- Student Teaching and Internships, Issues in
- Teacher Beliefs
- Teacher Materials for Documentation
- Teacher Performance Assessment
- Teacher Preparation Policy and Practice
- Teaching Teams
- Technology in Early Childhood Education
- Theory to Practice in Early Childhood Education and Care
- Transdisciplinary Collaboration
- Transforming the Workforce
- Workforce Development
- Teaching and Learning
- Abecedarian Project
- Academics and Academic Assessment in Early Education
- Accommodations and Adaptations
- Accommodations for Assessment
- Acquisition of Reading and Writing
- Approaches to Early Mathematics Instruction
- Approaches to Learning
- Art
- Arts Integration
- Assistive Technology in Early Intervention
- Attention-Deficit/Hyperactivity Disorder
- Autism Spectrum Disorder
- Autonomy
- Bank Street
- Behavior Disorders
- Bias
- Black Boys, Early Childhood Education and
- Brain Development
- Caring
- Center-Based Care
- Challenging and Supportive Climates
- Challenging Behavior
- Child-Initiated Learning
- Classroom Assessment Scoring System
- Classroom Processes
- Clinical Experiences
- Coaching
- Conceptual Framework for Teacher Preparation Programs
- Conflict Management
- Content Knowledge
- Convergent and Divergent Thinking
- Cooperating Teachers
- Cooperative Learning
- Creative Curriculum, The
- Creativity
- Cultural Competence
- Curiosity
- Determinants of Child Development
- Developmentally Appropriate Practice
- Differentiated Instruction and Assessment
- Differentiation
- Direct Instruction
- Dual Language Learners
- Dual Language Learners, Strategies for
- Early Childhood Science Experiences
- Emergent Curriculum
- Engaging Conversation
- Field Experiences
- Friendships
- Gifted Education
- Grade Retention
- Grief and Loss, Young Children’s Understanding of
- Guided Play
- Guiding Behavior
- History of Early Childhood Education in the United States
- Home-Based Early Intervention Practices
- Identifying as an Early Childhood Professional
- Imagination
- Initiative and Industry
- Inquiry
- Inquiry-Based Learning
- Integrated Approaches
- Integrated Curriculum
- Intentional Teaching
- Interdisciplinary Models
- Joyful Learning
- Kindergarten
- Language Development
- Learning Materials
- Literacy
- Looping
- Measuring Effectiveness
- Mindfulness
- Moral Development
- Moral Dimensions of Teaching
- Motivation
- Multiage Education
- Multiage Spaces
- Music
- National Early Literacy Panel
- Oral Language Development
- Paraprofessionals
- Pedagogical Knowledge
- Phonological Ability
- Planning
- Play and Early Writing
- Prekindergarten
- Prekindergarten Program Evaluation
- Preschool
- Preschool Rooms
- Pretense
- Primary Grade Learning Spaces
- Primary Grades
- Professional Dispositions of Early Childhood Educators
- Program Formats and Schedules
- Project Approach
- Prosocial Behavior
- Quality
- Read-Alouds
- Reflective Practice
- Relationship Building
- School of the 21st Century (21C)
- Science
- Self-Regulation
- Sensory Development
- Setting Influences on Child Development
- Shyness in Young Children
- Social Skills and School Success
- Social Studies Topics
- Sociocultural Theory
- Spatial Development
- Strengths-Based Education and Practices
- Teacher Beliefs
- Teacher Roles in Inquiry
- Teacher-Directed Learning
- Teaching Teams
- Temperament and Development
- Theater
- Thinking
- Toddler Rooms
- Typical Development
- Warm and Responsive Interactions
- Work Sampling System, The
- Theories and Models
- Anti-Bias Education Theory
- Behavioral Theory
- Bioecological Theory
- Close Observation of Children Leads to Powerful Curriculum: Sylvia Ashton-Warner
- Cognitive Developmental Theory
- Constructivism
- Constructivist Curriculum
- Critical Theory
- Family Engagement Models
- Family Systems Theories
- HighScope
- Language Development, Theories of
- Maturational Theory
- Models
- Multiple Intelligences
- Parents as Teachers
- Postmodernism
- Psychosexual Theory
- Psychosocial Theory
- Reggio Emilia Approach
- Reggio Emilia Approach, Role of the Arts in
- School of the 21st Century (21C)
- Smart Start (North Carolina)
- Sociocultural Theory
- Stage Theories
- Theory of Mind
- Theory to Practice in Early Childhood Education and Care
- Tools of the Mind
- Waldorf Education
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