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1.
Reform efforts in early childhood education include recommendations to adopt more family-centered approaches to practice, including greater family support functions. In this study the beliefs of 280 early childhood teachers regarding aspects of family-centered programming were assessed using the written Family Involvement Survey (FIS). Teacher beliefs were compared across public school, child care, and Head Start settings. Results revealed that public school early childhood teachers reported significantly less positive beliefs about parents' childrearing interests and abilities, along with lower self-perceived competence in relating to families, than either child care or Head Start teachers. As compared to Head Start teachers, both public school and child care teachers reported significantly more conflict about providing support services to families through their early education programs. These results were interpreted, in part, as evidence of the need for more in-depth knowledge about the separate professional cultures that characterize various sectors of the early education field.  相似文献   

2.
Reform efforts in early childhood education include recommendations to adopt more family-centered approaches to practice, including greater family support functions. In this study the beliefs of 280 early childhood teachers regarding aspects of family-centered programming were assessed using the written Family Involvement Survey (FIS). Teacher beliefs were compared across public school, child care, and Head Start settings. Results revealed that public school early childhood teachers reported significantly less positive beliefs about parents' childrearing interests and abilities, along with lower self-perceived competence in relating to families, than either child care or Head Start teachers. As compared to Head Start teachers, both public school and child care teachers reported significantly more conflict about providing support services to families through their early education programs. These results were interpreted, in part, as evidence of the need for more in-depth knowledge about the separate professional cultures that characterize various sectors of the early education field.  相似文献   

3.
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed.  相似文献   

4.
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed.  相似文献   

5.
There is limited understanding of how parents’ allocation of investments across their children are affected by differences in their children's participation in programs that promote early development. I use data from the National Longitudinal Survey of Youth to examine whether parents reinforce or compensate for differences in their children's access to an early education program, Head Start. I use a family fixed effects approach to contrast measures of parental investment, when children were age 5 through 14, for children who attended Head Start relative to their siblings who did not attend preschool. I find that parents provided lower levels of cognitive stimulation and emotional support to children who attended Head Start relative to their siblings who did not attend preschool. Although impacts are relatively small in magnitude (0.05 SD), results suggest that parent compensate for differences in access to early childhood educational opportunities.  相似文献   

6.
Classroom observations are increasingly common in education policies as a means to assess the quality of teachers and/or education programs for purposes of making high-stakes decisions. This article considers one policy, the Head Start Designation Renewal System (DRS), which involves classroom observations to assess the quality of Head Start programs in order to decide whether their funding is renewed. This article applies an argument-based approach for evaluating the validity of observational assessments that (a) explicates assumptions that underlie the presumed logic, leading from the collection of scores from observations of Head Start classrooms, to the inference that scores assess the quality of Head Start programs, to the decision to renew funding to Head Start programs, and (b) summarizes evidence that speaks to the plausibility of each assumption. There was limited evidence to support the plausibility of many assumptions, including those pertaining to score generalizability, predictive validity, and the cutoff scores set as minimum standards of quality. Implications for improving the validity of classroom observations and the accuracy and fairness of decisions in the Head Start DRS are discussed.  相似文献   

7.
Data from the Head Start Impact Study (N = 4442) were used to test for differences between Spanish-speaking Dual Language Learners (DLLs) and monolingual English-speaking children in: (1) Head Start attendance rates when randomly assigned admission; and (2) quality ratings of other early childhood education (ECE) programs attended when not randomly assigned admission to Head Start. Logistic regressions showed that Spanish-speaking DLL children randomly assigned a spot in Head Start were more likely than monolingual-English learners to attend. Further, Spanish-speaking DLLs not randomly assigned a spot in Head Start were more likely to attend higher-quality ECE centers than non-DLL children. Policy implications are discussed, suggesting that, if given access, Spanish-speaking DLL families will take advantage of quality ECE programs.  相似文献   

8.
With increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the effectiveness of two teacher-training models in bilingual Migrant and Seasonal Head Start and Head Start classrooms. Both conditions included the use of a technology-based student progress-monitoring tool. The progress monitoring provided detailed feedback on students’ progress 15 across the academic year and helped organize instructional groupings. The comprehensive treatment condition included biweekly professional development sessions, in-class mentoring, and provision of classroom materials, whereas the treatment-control condition included only the provision of a limited set of classroom materials. Across multiple sites in Texas, 49 pretest and posttest teacher observations and bilingual child assessments were collected on a subsample of students (n = 387). Research Findings: Improvements in teaching behaviors were observed in both experimental conditions; no significant differences were observed between teachers across conditions. Three measures of child language and literacy growth differed significantly, favoring the comprehensive treatment model, but most outcomes did not differ significantly between groups. Practice or Policy: Implications of these mixed findings and future research directions are discussed.  相似文献   

9.
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   

10.
This study intends to illustrate the utility of general growth mixture modeling (GGMM) for evaluation of early childhood education programs, using a sample of children with Head Start experience. In the first analysis of this study growth mixture modeling (GMM) found that children with Head Start experience had two distinct growth patterns. In the second analysis of this study general growth mixture modeling found that children with two or more years of program participation did not have faster achievement growth, on average, than children with only one year of program participation. This study also found that a gender gap in mathematics and an income gap in reading and mathematics were exclusively exhibited by the children with no preschool experience. Therefore, it was concluded that the Head Start program may be reducing both a gender gap in mathematics and an income gap in reading and mathematics.  相似文献   

11.
In the field of early childhood education, dominant discourse is premised on assumptions and values that privilege uniformity, generality, and even the “essential” nature of children and programs that should then be judged according to common criteria. In this article, we focus not on common factors that vary but on particular social practices that have very different meanings for people in two social settings (Taylor, 1979). Specifically, we describe how parent involvement- and parents themselves-were socially constructed within Head Start programs located in different communities, and we suggest how these social practices made particular forms of involvement possible and even necessary. We argue that discourses do not merely represent; they constitute, and different discourses construct both subjects and social relations in particular ways. Finally, we suggest how alternative ways of structuring knowledge and social practice in early childhood might become “communal tools” for exploring yet to be realized possibilities.  相似文献   

12.
This paper condenses a case study designed to explicate teacher values as evidenced by practice in one Head Start classroom. To make sense of the classroom culture, five domains were considered: the use of space, the use of time, patterns of teacher-child interaction, materials and activities used, and the nature of parent-teacher interactions. Findings include the program's approximately even balance between the use of a cultural transmission model and a "developmental" model-and the conflicts around maintaining that balance; the differences existing between the teachers despite surface similarities; and the less-than-positive views the teachers had of program parents. Practice and policy implications revolve around the establishment and maintenance of separate programs for compensatory early education. The dichotomous nature of the programming reflected the teachers' perception that they had to remedy "deficient" home environments and prepare children for an academic kindergarten, in addition to utilizing mainstream early childhood education (ECE) practices. Implications for teacher-parent relations are likewise linked to assumptions behind compensatory education. A discussion of our two-tiered early education system leads to the recommendation for a more universalistic conception of early care and education.  相似文献   

13.
In the field of early childhood education, dominant discourse is premised on assumptions and values that privilege uniformity, generality, and even the "essential" nature of children and programs that should then be judged according to common criteria. In this article, we focus not on common factors that vary but on particular social practices that have very different meanings for people in two social settings (Taylor, 1979). Specifically, we describe how parent involvement- and parents themselves-were socially constructed within Head Start programs located in different communities, and we suggest how these social practices made particular forms of involvement possible and even necessary. We argue that discourses do not merely represent; they constitute, and different discourses construct both subjects and social relations in particular ways. Finally, we suggest how alternative ways of structuring knowledge and social practice in early childhood might become "communal tools" for exploring yet to be realized possibilities.  相似文献   

14.
Between 1999 and 2011, the percentage of Head Start teachers nationwide with an Associate's Degree or higher more than doubled from 38 to 85%. Over the same period, the percentage of teachers with a BA also rose rapidly from 23 to 52%. This paper uses within-program fixed-effects models and a 13-year panel of administrative data on all Head Start programs in the United States to explore whether programs that experienced increases in teacher education experienced changes with respect to comprehensive service provision, staffing choices and the racial composition of the staff. I find no evidence that programs that raised their teachers’ education levels sacrificed health or social services. However, programs with gains in teacher education did see some increases in child–teacher ratios, turnover, and racial divergence between children and staff, which may be associated negatively with young children's development.  相似文献   

15.
ABSTRACT

Prior inquiry into teachers’ beliefs demonstrates that a top priority of early childhood teachers’ is developing children’s social-emotional skills (e.g., Hollingsworth & Winter, 2013; Kowalski, Pretti-Frontczak, & Johnson, 2001). This study builds upon and advances the knowledge base by providing evidence that the pervasiveness of these beliefs extends to Head Start teachers who work with the growing population of dual language learning (DLL) children. In this qualitative study, interviews that included practice-based vignettes for participants to analyze and respond to were conducted with 20 Head Start teachers serving classrooms with large proportions of DLL Latino children. Teachers reported they believed developing social-emotional skills among DLL children is of primary importance, noting that these skills are foundational for supporting DLL children’s English language acquisition. In turn, participating teachers also reported they believed using Spanish in the classroom is a strategy to support social-emotional skill development among DLL children and thus ultimately facilitate their English language acquisition. Finally, the interviews revealed that participating teachers believed English language acquisition occurs naturally and easily within the preschool setting. The implications of these beliefs for the design of preservice early childhood teacher education to meet the needs of today’s linguistically diverse childhood population are discussed.  相似文献   

16.
Head Start programs are required to set aside at least 10% of program slots for children with disabilities, but the percentage of children with disabilities served varies depending on the criteria used and source of the information. This study used the Head Start Family and Child Experiences Survey (FACES) 2000 data for a nationally representative sample to identify subgroups of children meeting three different criteria for having a disability or developmental delay. Results indicated that about one-third of children in Head Start (33%) met one or more of the criteria for a disability or delay, about one-third of those children (33%) met criteria for two or for all three of the subgroups. However, only 8% of children in Head Start had an Individualized Education Program (IEP). Children with disabilities or delays, regardless of the subgroup criteria used, had higher levels of many other risk factors associated with poor developmental and school readiness outcomes. They also exhibited poorer performance on early literacy, social, and behavioral measures both at entry into Head Start and at the end of kindergarten compared with children not in each of those subgroups. Implications of the findings for screening and assessment, serving children in Head Start programs, and the need for linkages between Head Start programs and the preschool special education system are discussed.  相似文献   

17.
Improving children's attendance is a high priority for Head Start and other early childhood education programs serving low-income children. We conducted a randomized control trial in a major northern city to evaluate the impact of a low-cost intervention designed to promote parents' social capital as a potential influence on children's attendance in Head Start centers. The intervention assigned children to treatment group classrooms based on (a) neighborhood of residence (geography condition) or (b) the geography condition plus the opportunity for parents to form partnerships in support of their children's attendance, or to control group classrooms according to Head Start guidelines only. We did not find impacts on average attendance throughout the year. However, the intervention did lead to increased attendance during the winter when average center attendance was lowest. There were no impacts on fall or spring attendance. Follow-up exploratory analyses of focus groups with parents and staff suggested that parents' level of connection and trust, self-generated partnership strategies, and commitment to their children's education may be factors by which parents' social capital expands and children's attendance improves.  相似文献   

18.
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices.  相似文献   

19.
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices.  相似文献   

20.
Head Start is the largest early childhood education program in the US. Echoing patterns emerging in ECE world-wide, Head Start has dramatically changed. Greater emphasis is now placed on kindergarten readiness, child and teacher assessment, professionalization, and increased competition for program funding. Drawing on a mixed methods research design, a case study was conducted that explores the nature and effects of these changes on teachers and the work of teaching within Head Start. Strong evidence of work intensification was found, a topic little explored within the wider ECE literature. In the light of this finding the authors question the model of professionalism that now dominates ECE reform.  相似文献   

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