Formulating policies concerning effective early childhood education and development programs

School psychologists should play a critical role in determining the policy implications of effective early childhood education and development programs. The tools they use are: (1) knowledge about human growth and development, learning, and program impact; (2) knowledge about differential effects of programs on children; and (3) knowledge about the process of program implementation at the local level. The essential findings from research are provided to clarify and support these tools. Using these tools, school psychologist are able to establish a set of procedures for determining what current policies are, what the policy implications of the new program are, and what policy changes need to be made to assure successful adaptation of the new program.