Many assessment professionals leave their graduate education programs without any formal training in assessing infants, toddlers, and preschoolers. Assessment professionals are then left to gain knowledge on early childhood assessment solely based on their practical work. Additionally, as medical advances continue and more treatments become available, assessment professionals are likely to encounter a higher prevalence of children who would not have been expected to survive past birth (i.e., extremely early preterm birth, genetic conditions, etc.). These children are likely to have complex medical and psychological needs, and assessment professionals must have the information on how to assess this population in a comprehensive manner at an early age to assist in planning for interventions. Furthermore, educational policies also continue to change, and assessment professionals must be aware of how educational policies affect assessment practices.
