Download or read book The Relationship Between Parent Involvement and School Readiness Among Children Enrolled in Head Start Programs written by Briana VonFeldt Makofske and published by . This book was released on 2010 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start written by Krystal Tisha'. Cook and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an achievement gap occurring between ethnic minority children, mostly from low-income homes, and European American children in the United States. The gap between these children is present at school entry. Many children are not prepared for the minimal standards needed to succeed in school and, as a result, the gap widens throughout schooling. School readiness is an important attribute for future success among all children. There are many efforts to close this school readiness gap through early intervention. Head Start is an example of an early intervention program offering educational and social services to low-income families in an effort to promote school readiness among children at-risk for school failure. Early intervention programs, policy, and research acknowledge that advocating parent involvement and empowerment is the foundation for improving children's ability to be successful in school. The purpose of this study was to examine the association between parent variables and school outcomes. Specifically, the focus was to study how parent expectations and parent involvement in home learning and enrichment activities affect the school readiness of children enrolled in Head Start. The study examined how these parent variables were related to children's school readiness, and differences between ethnic groups, gender groups, and level of risk. The study tested a model whereby the effect of parent expectations on school readiness is mediated by parent involvement. The sample consisted of 77 caregivers, primarily mothers or mother figures, and their children who were enrolled in a Head Start preschool program. The caregivers were given experimental measures in addition to questionnaires adapted from standardized measures to assess parent behaviors. Standardized measures were administered to children to assess school readiness. Demographic information and level of risk were gathered using existing data collected during the enrollment process. Results indicated that high parent expectations directly relate to increased school readiness scores. Parent expectations also had a positive direct relationship to parent involvement. However, results did not support that parent involvement in home learning activities served as a mediator of the relationship between parent expectations and school readiness variables. In addition, the analysis of ethnicity, gender, and risk level suggested these variables had no moderation effects on the parent expectations and school readiness relationship or the comprehensive model. Study implications for parent behaviors and school readiness are discussed.

Download or read book The Relationship Between Head Start Parent Participation in a Preschool Literacy Acquisition Program and Their Children s School Readiness written by Hester M. Hughes and published by . This book was released on 2003 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Vision for Universal Preschool Education written by Edward Zigler and published by Cambridge University Press. This book was released on 2006-07-10 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research point to the need for a universal preschool education program in the U.S. to help give our nation's children a sound cognitive and social foundation on which to build future educational and life successes. In addition to enhanced school readiness and improved academic performance, participation in high quality preschool programs has been linked with reductions in grade retentions and school drop out rates, and cost savings associated with a diminished need for remedial educational services and justice services. This 2006 book brings together nationally renowned experts from the fields of psychology, education, economics and political science to present a compelling case for expanded access to preschool services. They describe the social, educational, and economic benefits for the nation as a whole that may result from the implementation of a universal preschool program in America, and provide guiding principles upon which such a system can best be founded.

Download or read book Head Start Impact on Parent Educational Practices and the Influence of Household Risk written by Amanda C. Barnes and published by . This book was released on 2018 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: "School readiness research has indicated parents play salient roles in promoting school readiness skills for their children. However contextual factors such as household risk and quality early care and education programs influence how parents engage in educational practices at home. Quality early care and education settings catering to low-income families can be a protective factor to help parents work to reduce the school readiness gap for their children. This study was designed to investigate how participating in Head Start may impact parents' engagement in educational practices. Drawing on data from the Head Start Impact Study, the current study examined a nationally representative sample of 1,751 low-income parents with Head Start eligible three-year-old children. The current study hypothesized that parents with a child enrolled in Head Start would engage in more educational practices than parents who had a child in another early care arrangement. The study also hypothesized that household risk levels (low, moderate, and high) would moderate the relationship between Head Start participation and parents' educational practices. Specifically, differences in the frequency of educational practices between household risk level homes would be present. Results indicated that participation in Head Start did have significant effect on parent educational practices and parents with a child enrolled in Head Start engaged more frequently in educational practices at home. However, findings revealed household risk did not moderate Head Start's impact on parents. Implications for future research are discussed."--Abstract from author supplied metadata.

Download or read book School Family and Community Partnerships written by Joyce L Epstein and published by Routledge. This book was released on 2018-04-17 with total page 656 pages. Available in PDF, EPUB and Kindle. Book excerpt: School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students' success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, andcommunity partnerships. A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communitiesshare responsibility for student success in school. A historic overview and exploration of research on the nature and effects of parent involvement. Methods for applying the theory, framework, and research on partnerships in college course assignments, classdiscussions, projects and activities, and fi eld experiences. Examples that show how research-based approaches improve policies on partnerships, district leadership, andschool programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.

Download or read book Family Involvement in Early Education and Child Care written by John A. Sutterby and published by Emerald Group Publishing. This book was released on 2016-11-21 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume encourages reflection on previous volumes. Family involvement has been an issue in early education going back to Pestalozzi almost two centuries ago. This book looks at what advances in the area of family involvement in early education have been made since the publication of the previous volume.

Download or read book Head Start Impact written by Michael J. Puma and published by Nova Novinka. This book was released on 2006 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.

Download or read book Reconsidering Children s Early Development and Learning written by United States. National Education Goals Panel. Goal 1 Technical Planning Group and published by . This book was released on 1995 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1990, the National Education Goals were established by the President and the 50 state governors. Great attention has been given to Goal 1, dubbed the "readiness" goal: By the year 2000, all children in America will start school ready to learn. The Goal 1 Resource Technical Planning Groups were asked to suggest ways in which Goal 1 could be measured. The purpose of this document is to further amplify the dimensions of early learning and development used by the National Educational Goals Panel to measure progress toward Goal 1. The following five dimensions are discussed: (1) "Physical Well-Being and Motor Development"; (2) "Social and Emotional Development," serving as the foundation for relationships which give meaning to school experience; (3) "Approaches toward Learning," referring to the inclinations, dispositions, or styles that reflect ways children become involved with learning; (4) "Language Development"; and (5) "Cognition and General Knowledge." For each of the dimensions, a rationale; general definition; the relationship to individual, cultural, and contextual variation; and a summary are given. The report concludes with a discussion of underlying issues, implications, and action steps. (Contains 83 references.) (BGC)

Download or read book Disparities in School Readiness written by Alan Booth and published by Psychology Press. This book was released on 2008 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.

Download or read book Evaluating Head Start written by United States. Advisory Committee on Head Start Research and Evaluation and published by . This book was released on 1999 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Critical Perspectives on Project Head Start written by Jeanne Ellsworth and published by State University of New York Press. This book was released on 1998-09-11 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers critical perspectives on the complex dynamics of politics, class, gender, power, race, and ethnicity in Project Head Start, past and present. Moving beyond the literature on Head Start's effects on children's achievement, this volume considers how the program has operated—sometimes effectively and comfortably, sometimes not—with families, in communities, and with other institutions. Contributors address historical background, parent involvement and governance, cultural diversity, and relationships with other institutions. The research reported is rich with the voices of parents, community members, and staff, and is complemented by first-person chapters written by participants themselves. Head Start's appeal and its reputation for success are both championed and critically questioned in this book, with an eye toward where Head Start might be going, where it should be going, and how we can better understand poverty, social programs, and education.

Download or read book Creating a 21st Century Head Start written by United States. Advisory Committee on Head Start Quality and Expansion and published by . This book was released on 1994 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Head Start Program Performance Standards written by United States. Office of Child Development and published by . This book was released on 1975 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Beyond the Blueprint written by Roundtable on Head Start Research/Board on Children, Youths, and Families and published by National Academies Press. This book was released on 1996-04-26 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: On its 30th anniversary, public acceptance of Head Start is high, yet understanding of its goals is low, and evaluation research is limited in quality and scope. In this book, a roundtable of representatives from government, universities, medicine, and family support agencies identifies a set of research possibilities to generate a broader understanding of the effects of Head Start on families and children. Among the important issues discussed are the ethnic and linguistic diversity of Head Start families, the social conditions of the community context, and the implications of the changing economic landscape for both families and Head Start itself.

Download or read book Recoges Lo Que Siembras written by Johayra Bouza and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Family engagement has been found to be a protective factor for low-income children's school readiness. However, few studies have examined the relationship between family engagement as a multidimensional construct and school readiness skills for Latino preschool children from low-income families. The purpose of this study was to examine the relationship between three dimensions of family engagement, children's language skills assessed in both Spanish and English and teacher-reported approaches to learning skills. Participants included 301 Latino children from low-income families enrolled in the Miami-Dade County Head Start program. Family engagement was assessed using the Spanish form of the Family Involvement Questionnaire (FIQ-21; Fantuzzo et al., 2013), which consists of the following dimensions: home-based engagement, school-based engagement, and home-school conferencing. Structural equation modeling was used to examine the unique contribution of the three dimensions of family engagement at the beginning of the school year to children's school readiness outcomes. Results indicated that home-based engagement was positively associated with both Spanish and English language development and all three dimensions of approaches to learning. Study findings extend prior research emphasizing the role of families in supporting school readiness skills of children from Spanish-speaking, Latino backgrounds.

Download or read book Head Start Families School Readiness Beliefs and Transitioning Roles written by Vanessa J. Pressimone and published by . This book was released on 2014 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: School readiness research has largely focused on child-level outcomes (e.g., academic and behavioral skill development), as well as teacher and parent reports of activities targeting children's kindergarten transition. Limited work has examined family involvement at the preschool level, particularly as pertains to the school readiness of families. While early childhood programs like Head Start (HS) emphasize and strive to involve families in a variety of ways, the relationship between parents and school shifts dramatically once children enter kindergarten. Parents of HS graduates may find themselves unprepared for the shift in involvement with school that occurs across this transition period in their children's education. Further, the types of involvement activities completed by parents may be shaped by their beliefs about their own roles. However, existing knowledge of parents' beliefs and expectations about their roles during the kindergarten transition is narrow in scope. It is additionally constricted by the use of measures with untested or poor reliability and validity. The development of such measures has previously neglected to seek the direct input of stakeholders like parents of transitioning children. Thus, the current study employed a mixed methods, participatory action research approach to develop the Family Expectations for School Readiness Involvement (FESRI) scale, a measure of parents' beliefs and expectations about parental roles and involvement in preparing their preschool children for elementary school across the kindergarten transition. Review by key stakeholders (HS staff and parents) suggested the FESRI's social acceptability regarding content and ease of use. Exploratory factor analysis yielded a three-factor structure: Relationships, Parent as Teacher, and Preparing for Kindergarten. Rasch modeling provided evidence of acceptable item functioning within each factor and suggested directions for further measure development (e.g., work with parents with lower agreement on FESRI beliefs factors). Preliminary explorations suggested a significant, positive association between these beliefs and family involvement behaviors in HS parents. Initial support was also noted for associations between beliefs and family characteristics potentially reflecting exposure to US school culture and HS services.