The 1970-1977 period catalyzed a shift toward family-centered, home-based early intervention and inclusive preschool practices. Researchers emphasized parental coaching, home-visitation as a feasible delivery model, and the pivotal influence of teacher behavior on children's social engagement and readiness to learn. Methodologies increasingly highlighted time-use patterns, SES-related differences in parental input, and early links between problem-solving tasks and subsequent school behavior, creating an integrated frame for early education policy and practice.