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Part II Summation
Pages 205-206

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From page 205...
... From the beginning, children's learning is constituted by interactions among and growth in several key domains: cognitive development, including cognitive skills and the acquisition of specific content knowledge and skills; general learning competencies; socioemotional development; and health and physical well-being. Success in learning across all of these domains relates to and is supported by the security of consistent, stable, nurturing, and protective interactions with adults that enable children to engage fully in learning opportunities.
From page 206...
... Thus when a child is, for example, not as far along as might be expected, this does not reflect an innate, unchangeable reason to lower expectations for progress in the child's development and learning, and recognizing individual differences calls for responding actively, not passively waiting until a child "catches up." Intervention in early childhood from birth through age 8 offers opportunities to have a positive effect on children and to build a foundation for later success through policies, services, interventions, and high-quality learning experiences designed to promote and sustain healthy growth, development, and learning; to prevent and mitigate harm; and to remediate lags in early achievement. The effectiveness of such intervention relies in large part on the quality practices of adults who have professional responsibilities for young children.

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