state the equation of continuity
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This chapter considers the implications of the science described in Part II for why it is important to create greater continuity in the systems in which the professionals who are the focus of this report work, in turn creating greater continuity in positive, high-quality experiences and environments for young children over time. The concept of “continuity” has two facets when it comes to children from birth through age 8. First, it denotes the consistency of children's experience across diverse care and education settings as they grow up. Viewed in this way, the vertical continuity of high-quality learning experiences for children over time includes the alignment of learning expectations; curricula; and other instructional strategies, assessments, and learning environments to ensure that they are coherent with each other and grounded in the science of child development and of best practices in instruction and other professional responsibilities. With this continuity, early achievements prepare for and are built upon by later ones. Second, continuity refers to the coordination of services and agencies affecting children at any given point in time. This horizontal continuity includes policies and systems for consultations, referrals, and follow-up. It encompasses the need for communication and collaboration among care providers; early educators; health care providers; community support agencies; and, when the need arises, social services and mental health professionals. It also extends to communication and collaboration with families concerning the needs of the child and the services that are provided so that there is alignment in understanding the child's needs, and the practices of professionals and families are complementary. Shared knowledge among these service sectors and between providers and families enables coordination.