[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-376313-105":3,"detail-sidebar-cat-1-en-105":81,"doc-detail-376313-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","child-development-does-early-intervention-make-a-difference-lesson-plan","Child Development: Does Early Intervention Make a Difference? - Lesson Plan","","Lesson plan for analyzing early childhood development and the value of early intervention. Students interpret and describe diverse graph types, draw data-based conclusions and inferences about early learning program effectiveness, and identify risk factors associated with developmental delays. Learners use provided graphs and supplementary student data sheets, then design a calendar of activities aimed at enhancing positive cognitive development. Includes materials, total duration (3 hours), and step-by-step classroom procedures with related web resources.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/child-development-does-early-intervention-make-a-difference-lesson-plan/376313/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/child-development-does-early-intervention-make-a-difference-lesson-plan/376313.png","ImageObject",442,249,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-19","2026-09-24",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What do students do with the graphs in this lesson?","Question",{"text":63,"@type":64},"Students examine graphs connected to early intervention programs, interpret and analyze them, and then form conclusions and inferences using the data.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which skills are targeted as learning outcomes?",{"text":68,"@type":64},"Students analyze and describe multiple graph types, develop conclusions about early learning program effectiveness, identify early childhood risk factors for developmental delays, and describe activities that support positive cognitive development.",{"name":70,"@type":61,"acceptedAnswer":71},"How long is the lesson and how is it structured?",{"text":72,"@type":64},"Total duration is 3 hours. It includes Step 1 (20 minutes) focused on discussion and brainstorming, and Step 2 (55 minutes) focused on examining and analyzing program-related graphs.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},376313,1791742882,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,122],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":55,"slug":121},21,"Paper Templates","papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":82,"data":127},{"doc_id":79,"user_id":128,"nickname":42,"user_avatar":11,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":129,"file_id":130,"file_url":131,"file_type":132,"file_size":133,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":134,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":139,"read_time":140},4398046744996,"Child Development: Does Early Intervention Make a Difference?  \nSandra L.W. Thornton  \nBroadwater Academy, Exmore, Virginia  \nIn collaboration with Carla White, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention  \nDisclaimer: The findings and conclusions in this report are those of the author(s) and do not necessarily represent the views of the Centers for Disease Control and Prevention.  \nChild Development: Does Early Intervention Make A Difference?  \nSandra L.W. Thornton  \nBroadwater Academy  \nExmore, VA  \nSummary  \nStudents will analyze and describe graphs relating to early childhood development programs and use this analysis to formulate conclusions and inferences based on the data. Students will investigate risk factors for early childhood development and use this information to prepare a calendar of activities to enhance early development.  \nLearning Outcomes  \n• Students will be able to analyze and describe various types of graphs.  \n• Students will be able to formulate conclusions about the effectiveness of early learning programs.  \n• Students will be able to identify risk factors for developmental delays during early childhood.  \n• Students will be able to describe activities that promote positive cognitive development in young children.  \nMaterials  \n1. Markers, colored pencils, stencils, and other basic art supplies  \n2. Computers with Internet connections  \nTotal Duration  \n3 hours  \nProcedures  \nTeacher Preparation  \nIf necessary, familiarize yourself with early cognitive development before beginning this lesson. Some suggested resources are listed (see Web Resources and Supplemental Document) . Also, be aware of some of the early intervention programs available in your community. You can find out about these programs from your local school system, health department, or pediatrician’s office. Print and copy the graphs and supplemental student handouts. You might find it helpful to laminate the graphs for more durable student use.  \nWeb Resources  \nTitle: BrainWonders  \n[URL:](URL: www.zerotothree.org/brainwonders/FAQ.html)[ www.zerotothree.org/brainwonders/FAQ.html](URL: www.zerotothree.org/brainwonders/FAQ.html)  \nDescription: This interactive page is sponsored by the Boston University School of Medicine, the Erikson Institute, and Zero to Three. It offers information about brain and cognitive development. Topics covered range from “nature versus nurture” to the effects of nutrition on brain development.  \nTitle: The Magic of Everyday Moments  \n[URL:](URL: www.zerotothree.org/magic/)[ www.zerotothree.org/magic/](URL: www.zerotothree.org/magic/)  \nDescription: This page, sponsored by Zero to Three and the Johnson and Johnson Pediatric Institute, offers age-group links to information about expected developmental progress and tips on how families can foster cognitive development.  \nTitle: Welcome to Head Start  \n[URL:](URL: www2.acf.dhhs.gov/programs/hsb/)[ www2.acf.dhhs.gov/programs/hsb/](URL: www2.acf.dhhs.gov/programs/hsb/)  \nDescription: This site provides further information about the Head Start program, if needed.  \nTitle: Early Literacy  \nURL: [http://www.zerotothree.org/brainwonders/EarlyLiteracy/earlyliteracy.pdf](http://www.zerotothree.org/brainwonders/EarlyLiteracy/earlyliteracy.pdf)  \n[Description:](Description: This summary of early literacy and language development includes)[ This summary of early literacy and language development includes](Description: This summary of early literacy and language development includes)[ ](Description: This summary of early literacy and language development includes)[examples of age-appropriate behaviors and suggested activities. It is sponsored by the](examples of age-appropriate behaviors and suggested activities. It is sponsored by the)[ ](examples of age-appropriate behaviors and suggested activities. It is sponsored by the)[Boston University Medical Center](Boston University Medical Center), the Erikson Insti","cbCaih4qOzFacGzw","https://ap.wps.com/l/cbCaih4qOzFacGzw","pdf",218067,25,"English","# Summary\n## Learning Outcomes\n## Materials and Duration\n## Procedures\n### Teacher Preparation\n### Web Resources\n### Step 1: Introduction\n### Step 2: Are Early Intervention Programs Effective?\n## Supplemental Documents","[{\"question\":\"What do students do with the graphs in this lesson?\",\"answer\":\"Students examine graphs connected to early intervention programs, interpret and analyze them, and then form conclusions and inferences using the data.\"},{\"question\":\"Which skills are targeted as learning outcomes?\",\"answer\":\"Students analyze and describe multiple graph types, develop conclusions about early learning program effectiveness, identify early childhood risk factors for developmental delays, and describe activities that support positive cognitive development.\"},{\"question\":\"How long is the lesson and how is it structured?\",\"answer\":\"Total duration is 3 hours. It includes Step 1 (20 minutes) focused on discussion and brainstorming, and Step 2 (55 minutes) focused on examining and analyzing program-related graphs.\"}]","Child Development: Does Early Intervention Make a Difference? - Lesson Plan | PDF",1790218178,9]