The More Things Change, the More Early Childhood School Psychology Remains the Same
“School psychology has not embraced the full potential of early childhood education (ECE) work, despite numerous calls to do so. This manuscript utilizes several Futures Conference Pillars and the Critical School Psychology (CSP) framework to demonstrate how through expanded training, professional development, research, and practice in ECE, the field of school psychology has much to gain. The provision of effective early childhood work affords a chance to engage in prevention and early intervention, to promote family-school partnerships, and to work toward disrupting individual and systemic injustices and thus aligns with the goals that are purported as central to the future of school psychology.”