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The University of North Carolina’s FPG Child Development Institute has recently completed a review of research that underscores the importance of recognizing and responding to critical early warning signs of learning difficulties in young children. The paper, “Recognition and Response: An Early Intervening System for Young Children at Risk for Learning Disabilities,” discusses the challenges for early educators and parents in addressing the learning difficulties of pre-school age children. It also advocates for a new systemic approach that can help early educators and parents ensure early school success for all children, including those at risk for learning difficulties.

The report recommendations are aligned with a well-established and still growing movement for high quality early care and education across the country. The paper explains that this new model, which includes such components as universal screening and progress monitoring, facilitates a seamless transition from Pre-K to kindergarten and emphasizes the importance of decision-making based on carefully targeted student data. The critical roles of early care providers, early educators, and parents are also discussed, as is the school and community-wide partnership among all care providers to address the needs of all Pre-K children, including those who are at the greatest risk for learning difficulties or disabilities.

To read the full report PDF, CLICK HERE

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