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《Early education and development》2013,24(3):219-244
This article explores the history of Head Start, the federal early education program for economically disadvantaged preschool children in the United States, as a way of understanding what it means to talk about change in the late twentieth century. The history of Head Start has been a story of administrative changes and improvement and accountability initiatives in the realm of public policy, a ominant narrative of progress and rational planning that is consonant with a large, centralized governance structure. In an effort to create another way of conceiving of the organization, we first examine shifting definitions and conflicting interpretations of parental involvement and staff development within the program to reveal some of the tensions inherent in all human endeavors. We then draw on interviews with women who work in and are served by Head Start to show how needs and resources vary and how policy mandates can have differential—and unintended—effects. In the conclusion, we suggest, following Toulmin (1990), that the certainty and stability that has characterized public policy since the Enlightment must now be tempered with a postmodern recognition of change, complexity, and variability. Rather than one history, we see many histories. Instead of one approach, we see value in tailoring improvement initiatives to the needs of families and staff in specific circumstances. . 相似文献
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Beth L. Green Anna M. Malsch Brianne Hood Kothari Jessica Busse Eileen Brennan 《Early Childhood Education Journal》2012,40(2):123-132
This article describes the development, implementation, and outcomes of a pilot intervention designed to enhance preschool
programs’ ability to support children’s social-emotional development. Working with two Head Start programs, the intervention
included (1) restructuring existing early childhood mental health consultation services; (2) engaging programs in a mental
health-specific strategic planning; (3) providing training to program staff in early childhood mental health best practices;
and (4) implementing staff wellness activities to promote a healthy organizational culture. Research Findings: Results from
quantitative staff surveys found significant improvement over time in terms of reduced staff stress, increased levels of understanding
of best practices in early childhood mental health, and more evidence of a shared understanding of how best to meet children’s
mental health needs. Results were strongest for management and teaching staff, compared to other staff types. Practice Implications:
Head Start and preschool programs may benefit from institutionalizing strategies to ensure that continued attention is paid
to their program’s mental health services through ongoing strategic planning, supporting staff wellness, and by effective
use of mental health consultants. Mental health consultants may be most valuable when they focus on capacity-building activities
such as staff coaching and training, and working with management teams to ensure a collective “mental health perspective”. 相似文献
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Diane M. Horm-Wingerd David A. Caruso Sheryl Gomes-Atwood Julianna Golas 《Early childhood research quarterly》1997,12(4):407-424
Head Start Teaching Centers are a national demonstration project designed to provide participatory training in all Head Start component areas within the context of an exemplary Head Start program. Each Teaching Center employs an independent evaluation to study this alternative approach to Head Start staff development. This paper presents the results of the outcome evaluation for the first year of the New England Head Start Teaching Center. The New England Head Start Teaching Center was designed to provide intensive training during a 3 or 5 day period of residence at the Teaching Center. This paper briefly describes the national Head Start Teaching Center model, the implementation of this model in the New England region, the outcome evaluation plan, and the results from the first year of training. The analyses of year one data indicated that training provided by the New England Head Start Teaching Center produced significant gains. As compared to similar Head Start employees who did not participate in training, both trainees and their supervisors reported significant gains in trainees' knowledge, skills, and expertise after participating in the New England Head Start Teaching Center training. 相似文献
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Francis Wardle 《Early Childhood Education Journal》1986,14(1):32-35
Conclusion Head Start is in a position to evaluate its successes and failures of the last 20 years, to assess the needs of low-income children and their families in the eighties and nineties, and to plan ahead for another 20 years of successful operation. We must take this challenge seriously, because if we don't our program will not meet the needs of our society, and therefore it will die. That would be tragic.Francis Wardle is Director of the Adams County Head Start and President of the Colorado/Wyoming Head Start Directors Association. 相似文献
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National profiles of school readiness skills for Head Start children: An investigation of stability and change 总被引：2，自引：0，他引：2
Christine M. McWayne Debbie L. Hahs-Vaughn Katherine Cheung Linnie E. Green Wright 《Early childhood research quarterly》2012
Among a nationally representative sample of 2336 Head Start children, patterns of school readiness were compared at the beginning and end of children's first preschool year, and predictors of stability and change across readiness profiles were examined. The present study documented that although the majority of children remain in a qualitatively similar school readiness profile across their first year in Head Start, 20% of children move to a qualitatively different profile over the school year, reflecting both improvements and declines in functioning. Child and family attributes (e.g., child age, ELL status, maternal education, and family structure), as well as contextual factors (e.g., teacher education and experience, parenting style, and parent involvement) were significant predictors of both profile stability and change. Given that we have little understanding about what factors practice or policy can manipulate to improve school readiness, these findings shed light on what we might do to promote school readiness and prevent declines in functioning over time. Thus, findings from this study provide a population- and pattern-based perspective of Head Start children's strengths and needs, relevant for informing both individual and systems level change in Head Start programs across the nation. 相似文献
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This paper considers the case of the Michigan Migrant Head Start program to describe and analyze the labor market conditions and teaching staff characteristics to identify the challenges faced by Migrant Head Start grantees in attracting, hiring, retaining, and training degreed teachers. The emphasis is on describing and analyzing the child care labor market characteristics that confront Migrant Head Start grantees in upstream locations and on describing the characteristics and opinions of Migrant Head Start teachers and interpreting their significance for developing educational programs that facilitate the ability of Migrant Head Start teachers to become degreed in early childhood education. The implications of the findings for making early childhood education work for Migrant Head Start teachers are discussed from the perspective of administrators of Migrant Head Start programs and teacher preparation programs at community colleges and universities. 相似文献
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《Early childhood research quarterly》2001,16(1):73-75
Our Early Head Start program has benefited from collaborating with researchers. By working with the researchers, our program has clarified our theory of change, reflected on strategies that work, and trained staff on what should be happening during a home visit. We have identified skills staff can use to get parents interacting with their children in positive ways during home visits. By using information about the quality of our home visits, our program now provides better services to our children and families. 相似文献
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Tamara G. Halle Elizabeth C. HairLaura D. Wandner Nina C. Chien 《Early childhood research quarterly》2012
This study uses the Family and Child Experiences Survey (FACES) data from 1997 to investigate the degree to which child, family, classroom, teacher, and Head Start program characteristics are related to children's school readiness and continued development over the four-year-old Head Start year. Latent class analyses were used to examine the constellation of school readiness competencies within individual Head Start children in both the fall and spring of the four-year-old Head Start year. Multinomial regression analyses examined patterns of association between demographic and program characteristics and profile membership over time. Four distinct developmental profiles were found in the sample in the fall, and three were found in the spring. Furthermore, a substantial proportion of Head Start children (43%) moved from a developmental profile including some risk to a strengths profile between the fall and spring of the Head Start year. Child age, family structure, parental educational attainment, classroom quality and teacher's level of educational attainment emerged as important factors associated with stability and change in profile membership over the four-year-old Head Start year, but receipt of social services through Head Start was not associated with stability or change in profile membership. 相似文献
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David A. Caruso Diane M. Horm-Wingerd Julianna C. Golas 《Early education and development》1998,9(3):219-237
The design and evaluation of the New England Head Start Teaching Center (NEHSTC), one of 14 federally funded programs created to test the efficacy of participatory, hands-on training for enhancing Head Start service delivery is the focus of this article. The unique characteristics of the NEHSTC and the outcome evaluation results from 3 years of training will be discussed. The findings demonstrate the NEHSTC was successful in implementing high quality, participatory training within the context of an ongoing Head Start program. Various Head Start staff who participated in the NEHSTC trainings demonstrated gains in knowledge, skills, and attitudes compared to similar Head Start employees who did not receive training. The positive findings suggest that participatory training should be included in the menu of training options available. Because of the unique size and scope of Head Start, the success of ongoing efforts to improve the quality of its programs and services are particularly significant. Within Head Start, this discussion of quality enhancements via innovative training models is timely given the advent of the new performance standards and the restructuring of the Training and Technical Assistance system. Additionally, the findings are relevant for broader efforts to improve early care and education programs nationwide. 相似文献
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Sally Lubeck Patricia Jessup Mary deVries Jackie Post 《Early childhood research quarterly》2001,16(4):233
In this article, we draw on work in three Head Start programs over three years to consider how “culture” plays a role in program improvement. Through close attention to discourse we attempt to show how culture takes shape through dynamic interactions in particular contexts, constituting identities, structuring social relations, and privileging particular forms of knowledge. We argue for the importance of illuminating the forces that shape our lives and bringing our own ideologies to conscious awareness, in order to become actors in our social milieus. Articulation between general mandates and local needs and goals would then entail ongoing dialogue in a “culturally situated model of school/program effectiveness” (Fuller & Clarke, 1994, p. 121). 相似文献
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Christina Hughes Robert G. Burgess Susan Moxon 《International journal of qualitative studies in education》2013,26(2):95-107
Parental participation has been at the centre of policy initiatives on the education of the young child since the 1960s with the compensatory programmes of Head Start in the United States and Educational Priority Areas in the United Kingdom. With these initiatives, equality and partnerships were to be achieved through parent participation. However, as Valentine and Stark [1979], commenting on experiences in the U.S.A., remark, “An exclusive emphasis on parent education has come to dominate the Head Start parent involvement component” [p. 311]. In the U.K. there continues to be much talk of “parents as partners” (Atkin, Bastiani, & Goode, 1988; Smith, 1984). Yet, in a study which we conducted in 1989 (Burgess, Hughes, & Moxon, 1989a), we found that parent education formed a major element of parental involvement in the education of children under 5. 相似文献
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作为对美国幼儿教育影响最深,以帮助3～5岁贫困幼儿并消除与其他儿童入学前的差异而最终实现教育机会平等为目的开端计划,在师资配置上主要是吸收家长作为其主要的职员,加以各种类型的职前、职后培训,形成了支持开端计划强大的师资力量。以开端计划中幼儿师资力量的概况和开端计划师资队伍建设的特色,分析我国幼儿师资队伍建设存在的问题,并对目前幼儿师资队伍建设提出建议。 相似文献
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This qualitative interview study investigates the Hoover Community Action Agency's Head Start salary policies as described by 3 program administrators and 10 teachers. Feminist theories explain how teachers' and administrators' interpretations of salaries reflect societal beliefs about the value of Head Start teaching. Head Start teachers acknowledge both their low wages and their deep commitment to the Head Start mission. Low- and middle-income teachers differ in how they describe current salary levels: low-income teachers are proactive in salary enhancement efforts and middle-income teachers view salaries as supplemental family income. Agency administrators, while acknowledging the low teacher wages, argue that Head Start employment is more financially lucrative than day care teaching. Administrators cite teacher commitment, not salary, as the best predictor of teacher tenure. 相似文献
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Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn. 相似文献
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Helen H. Raikes Lori A. Roggman Carla A. Peterson Jeanne Brooks-Gunn Rachel Chazan-Cohen Xiaoyun Zhang Rachel F. Schiffman 《Early childhood research quarterly》2014
Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs. 相似文献
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“提前开端计划”是美国联邦政府投入最大、历史最悠久的早期儿童教育项目。该项目的基本特征包括：针对“处境不利儿童”,提供基于“全儿童”理念的综合服务;针对儿童和家长的两代人干预,植根社区且赋权穷人。从创办之初,提前开端计划一直在挑战中发展：回应政府提高儿童认知成就的期待、平衡“赋权社区”与“儿童发展”的张力、加强对项目质量的监管和问责、完善与公办学校系统的衔接。“提前开端计划”的经验为中国学前教育的发展提供了以下的启示：为弱势儿童提供综合性质的早期教育项目、将促进家长投入纳入学前教育的范畴、理性看待学前教育的功效、加强对早期儿童教育项目的实证研究。 相似文献
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Charles Bleiker Ph.D. 《Journal of Early Childhood Teacher Education》2013,34(3):235-243
Abstract This distance degree program was specifically designed to meet the needs of Head Start teachers working with children from birth through 5 years of age and to raise the professional standards of these multicultural, non‐traditional students. Using electronic technologies and traditional learning methods, a partnership of university faculty and Head Start partners designed and evaluated the 3‐year program (1997–2000) of professional education distinguished by tailored instruction, work site mentoring and consultation, active self‐directed study, reflection and cooperative learning. Evaluative outcomes of program quality included learning success, relevance and practicability of curricula, efficacy of retention efforts, completion rates, quality of delivery strategies, instruction and mentoring. Evidence of program success was supported by these outcomes using multiple sources, including participating Head Start teachers, their supervisors, and university faculty. 相似文献