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Peer Reviewed JournalCurrent Filters: New in last 90 days [remove]; Classification:Early Head Start/Head Start [remove];
23 results found.|
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Background literature review pertaining to the Early Head Start study An overview of the Early Head Start program model and of the relationship of early childhood program participation to children's school readiness outcomes |
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Children's progress update: Head Start Supplemental Assistance Program, 2011-2012 An overview of the growth of children's skills in and families' perceptions of the Pennsylvania Head Start Supplemental Assistance Program, which provides supplemental funding to Head Start programs to expand services |
Fact Sheets & Briefs
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Conclusions and implications A summary and discussion of implications from a special issue of the Monographs of the Society for Research in Child Development focusing on the impacts of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for 3,001 randomly-assigned low income families |
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Cultural relay in early childhood education: Methods of teaching school behavior to low-income children There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and the difference between the home culture of low-income children to school codes. However, middle class children learn behavior at home implicitly. This study examines the possibility of low-income children learning school behavior implicitly while at school. The researcher observed two Chicago Head Start centers-one using implicit instruction and one teaching behavior explicitly-over a period of 5 months. Observational data showed that the children that learned school behavior through implicit teaching techniques better internalized school behavior and, by extension, middle class codes. (author abstract) |
Reports & Papers
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Developmental and health services in Head Start preschools: A tiered approach to early intervention OBJECTIVE: To describe a tiered approach to identifying and addressing developmental and health concerns among low-income preschool children in Head Start. METHODS: Analytic sample consisted of 3- to 5-year-old Head Start students (n = 1171) from 14 centers in Los Angeles County serving predominantly Latino families during 2008-2009. All Head Start students were screened for developmental and health concerns and assigned to 1 of 3 tiers of intervention need: Tier 1 children needed only the usual Head Start curriculum, Tier 2 children needed targeted interventions (excluding special education), and Tier 3 students received special education services. Logistic regressions were used to analyze predictors of each tier, with screening results and socio-demographic variables as covariates. RESULTS: Sixty-nine percent of children were in Tier 1, 25% in Tier 2, and 6% in Tier 3. Tier 2 children most commonly needed mental health services and were less likely than those in Tier 1 to be from primarily English-speaking homes (odds ratio = 0.6, P < .01). Tier 3 children were significantly less likely to be female than Tier 2 children (odds ratio = 0.4, P < .05). CONCLUSIONS: More than one-quarter of low-income children not in special education may need targeted interventions, particularly mental health services. Although Head Start agencies are required to identify and address these needs, many other early education and clinical settings do not. Establishing screening and intervention guidelines for this intermediate-risk group represents a key policy gap for the child health and education systems. (author abstract) |
Reports & Papers
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Early Head Start relationships: Association with program outcomes Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8-35 months, M=20), their parents, and 33 program caregivers participated. The results showed that caregiver-child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver-parent relationships were generally positive and temporally stable. Caregiver-child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver-parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver-parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver-child relationship. There were also moderation effects: Stronger associations of caregiver-parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver-family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed. (author abstract) |
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Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. (author abstract) |
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Family subgroups and impacts at ages 2, 3, and 5: Variability by race/ethnicity and demographic risk A study of variations by race, ethnicity, and risk indicators of the impact of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for randomly-assigned low income families collected when children were 2, 3, and 5 years old |
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Head Start State Collaboration Office needs assessment: 2009 update An overview of the characteristics of low income families and Head Start programs in Arizona, as well as of recent early childhood policy and funding developments |
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Head Start State Collaboration Office needs assessment: State of Washington: 2010-2011 survey results An assessment of Washington State Head Start program challenges and strengths in the collaboration, coordination, and alignment of services in 11 designated priority areas, based on survey responses from 23 Head Start programs |
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Impacts of Early Head Start participation on child and parent outcomes at ages 2, 3, and 5 A study of the impact of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, and an examination of the age at which program impacts appear and of mediators of impacts at age 5, based on data for randomly-assigned low income families collected when children were 2, 3, and 5 years old |
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Nebraska Head Start-State Collaboration Office: 2011-2012 needs assessment report: Survey results, trends, and implications An assessment of Nebraska Head Start program needs in the coordination, collaboration, alignment of services, and alignment of curricula in designated priority areas, based on survey responses from 16 Head Start grantees |
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North Dakota Head Start State Collaboration Office needs assessment: 2011-2012 survey results An assessment of the cooperation, coordination, and collaboration of North Dakota Head Start programs' services in 11 designated priority areas, based on survey responses representing 13 Head Start programs |
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Ohio Head Start State Collaboration Office: 2011-2012 needs assessment survey results A study of Ohio Head Start program needs in the coordination, collaboration, alignment of services, and alignment of curricula and assessments in 11 designated priority areas, based on a survey of 54 Head Start grantees |
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Program subgroups: Patterns of impacts for home-based, center-based, and mixed-approach programs A study of variations in the impact of Early Head Start by program service delivery model on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for randomly-assigned low income families collected when children were 2, 3, and 5 years old |
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Report to Congress on dual language learners in Head Start and Early Head Start programs A study that examines: the characteristics of dual language learner Head Start and Early Head Start children and their families; the services they receive; the qualifications of staff that serve them; the languages that staff use to communicate with them; and dual language learner children's developmental progress, based on Head Start Program Information Report data, Head Start Family and Child Experiences Survey 2006 (FACES 2006) data, and Early Head Start Family and Child Experiences Survey (Baby FACES) data |
Reports & Papers
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Report to Congress on dual language learners in Head Start and Early Head Start programs: Appendix: Tables Supplemental tables from a study that examines: the characteristics of dual language learner Head Start and Early Head Start children and their families; the services they receive; the qualifications of staff that serve them; the languages that staff use to communicate with them; and dual language learner children's developmental progress, based on Head Start Program Information Report data, Head Start Family and Child Experiences Survey 2006 (FACES 2006) data, and Early Head Start Family and Child Experiences Survey (Baby FACES) data |
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Report to Congress on dual language learners in Head Start and Early Head Start programs: Executive summary A summary of a study that examines: the characteristics of dual language learner Head Start and Early Head Start children and their families; the services they receive; the qualifications of staff that serve them; the languages that staff use to communicate with them; and dual language learner children's developmental progress, based on Head Start Program Information Report data, Head Start Family and Child Experiences Survey 2006 (FACES 2006) data, and Early Head Start Family and Child Experiences Survey (Baby FACES) data |
Executive Summary
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School readiness in children living in non-parental care: Impacts of Head Start An examination of the effects of Head Start on the teacher-child relationships, externalizing behavior problems, and development of pre-academic skills--in the areas of pre-reading, letter and word identification, mathematics, early writing, and spelling, of children living in non-parental care, based on data gathered from 253 children from the Head Start Impact Study at baseline in fall 2002, the end of the Head Start year in spring 2003, and one year later |
Reports & Papers
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Summary of teen parents served within Head Start An overview of the percentage of parents in Early Head Start and Head Start who are teenagers |
Fact Sheets & Briefs
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Supporting optimal child development through Early Head Start and Head Start programs: Reflections on secondary data analyses of FACES and EHSREP We are delighted to reflect on the 10 papers highlighted in this important special issue of Early Childhood Research Quarterly devoted to recent secondary data analyses of the FACES and EHSREP datasets. First, we provide some background on Head Start research and give an overview of the large-scale Head Start and Early Head Start datasets that are available for researchers to analyze. Then, we comment on the papers in this special issue from a methodological and statistical standpoint. Finally, we reflect on themes that stood out across the various papers. Throughout, we make recommendations for future large-scale data collection efforts and future research on Head Start and Early Head Start programs. (author abstract) |
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The United States: Head Start by the numbers: 2011 PIR profile A description of the characteristics of Head Start and Early Head Start programs, participants, families, and staff in 2011, based on Program Information Report (PIR) data |
Fact Sheets & Briefs
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What makes a difference?: Early Head Start evaluation findings in a developmental context [Special issue] A special issue of the Monographs of the Society for Research in Child Development focusing on the impacts of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for 3,001 randomly-assigned low income families |
Other
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