Linking Theory to Intervention Practices with Preschoolers and Their Families

Abstract

This article reviews the literature on the application of developmental and learning theories to program development and outcome evaluation in early childhood special education (ECSE). The relationship between theoretically derived intervention efforts and efficacy research is discussed. A study exploring ECSE professionals' knowledge of theory was conducted. Results suggest that teachers and administrators may know little about theoretical underpinnings of curriculum implementation in early childhood programs.