Head start and the intensification of teaching in early childhood education |
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| Institution: | 1. Lynch School of Education and Human Development, Boston College, Newton, Massachusetts, USA;2. Facultad de Educación, Universidad de los Andes, Bogotá, Colombia;3. Yale Child Study Center, School of Medicine, Yale University, New Haven, Connecticut, USA;4. LEGO Foundation, USA;5. Department of Applied Psychology, NYU Steinhardt, New York University and Global TIES for Children, New York, New York, USA |
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| Abstract: | 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. |
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| Keywords: | Head start Early childhood education Teacher well-being Teachers' work Work intensification Professionalization Neo-liberal reform Teacher quality |
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