Nancy H. Apfel, Ed.M., a graduate of Tufts University and the
Harvard Graduate School of Education, is Research Associate in the
Child Study Center and Psychology Department of Yale University. At
Harvard University, before coming to Yale, Nancy studied children's
early home environments, collaboratively developing with Jean Carew
and others a measure of parent and child interaction. At Yale
University, Nancy joined William Kessen, Greta Fein, and Alison
Clarke-Stewart in an evaluation of different models of early
intervention with families of young children. Nancy was also
involved in a national study called the Infant Health and
Development Program. For this Stanford University-based project,
which examined the effects of intervention on the development of
prematurely born infants, Nancy served as evaluation coordinator
for the Yale University Medical Center site. Continuing to evaluate
program effects, Nancy has been collaborating with Victoria Seitz
in longitudinal studies of various educational and family support
programs, including Head Start, Follow Through, the Yale Child
Welfare Program, and a school-based program for pregnant and
parenting teens in New Haven, Connecticut. Nancy and Vicki have
been continuing an 18-year longitudinal study of school-age mothers
and their children. Nancy has studied and written about the various
ways families support their individual members through life
transitions, with a particular interest in teen motherhood.
Sally Provence, M.D. (1916-1993), was Distinguished Professor of
Pediatrics at the Yale Child Study Center and the Yale School of
Medicine and was a national leader in the fields of pediatrics and
child development. A graduate of Mary Hardin-Baylor College in 1937
(now the University of Mary Hardin-Baylor) and Baylor University
College of Medicine in 1941, Sally trained in pediatrics at
Children's Medical Center in Dallas. Before coming to Yale, Sally
had a fellowship at Cornell New York Hospital with Dr. Milton J.E.
Senn, one of her earliest mentors. In this fellowship she began to
integrate information from child psychiatry and social science into
her view of pediatrics. At the Yale Child Study Center, Sally
founded and served as Director of the world-renowned Child
Development Unit from 1951 until her retirement in 1986.
Sally wrote eloquently about the development of young children and their need for nurturing environments, about creating quality child care for them, and about providing support and guidance to their families in her many books and articles, which include Infants in Institutions: A Comparison of Their Development with Family-Reared Infants in the First Year of Life (co-authored with Rose C. Lipton, International Universities Press, 1962), The Challenge of Daycare (co-authored with Audrey Naylor and June Patterson, Yale University Press, 1977), and Working with Disadvantaged Parents and Their Children: Science and Practice Issues (co-authored with Audrey Naylor, Yale University Press, 1983).
A forceful child advocate dedicated to improving the lives of
children and parents, Sally was a founding member and past
president of ZERO TO THREE: National Center for Infants, Toddlers,
and Families. This center has become a well-respected national
network of support and technical services for professionals who
work with young children and families. Sally's many achievements
were recognized by the American Academy of Pediatrics when it
awarded her with its C. Anderson Aldrich Award for her influence on
the fields of pediatrics and child development in 1975. Her
profound influence in these fields continues to be recognized.
Hillary Rodham Clinton presented ZERO TO THREE's Dolley Madison
Award for Outstanding Lifelong Contribution to the Development and
Well-being of Very Young Children and Their Families to Sally in
1993, posthumously. In 2000, Sally's memory was honored when ZERO
TO THREE presented its first Sally Provence Award for Excellence in
Infant Family Practice.
"This is a wonderful instrument, adapted to clinical use ... It
values the child's excitement in performance. Each assessment
becomes an opportunity for sharing the child's behavior and
excitement. This ITFI brings out the fun and excitement that a test
can bring--to both child and parent." --T. Berry Brazelton,
M.D.
"This instrument is a jewel ... It provides clear and
straightforward guidance to help people from many different service
disciplines accurately assess child and family need."--J. Ronald
Lally, Ed.D."Director, Center for Child & Family Studies, WestEd"
(01/01/2002)
"This is a wonderful instrument ... ITFI brings out the fun and
excitement that a test can bring--to both child and parent."
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