“Come and Take a Walk”: Listening to Early Head Start Parents on School-Readiness as a Matter of Child, Family, and Community Health

Abstract

We explored the perspectives and experiences of low-income, predominantly African American families regarding children's school-readiness. Our research, which involved qualitative interviews, ethnographic case studies, and "photovoice" methods, focused on families participating in the national evaluation of Early Head Start. While valuing academic skills, study parents emphasized the importance of social and emotional health in regard to both children's and parents' readiness to begin school. These developments are especially critical given the challenges parents perceive in local school environments. On the basis of a social ecology framework, we argue that psychological and environmental dimensions of school-readiness are public health matters and that understanding the perspectives of low-income and minority parents on such issues is a critical aspect of health communication dedicated to eliminating health disparities.

The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

“…The results demonstrate that while kindergarten teachers felt academic readiness is important, social skills are more important for a child to be successful in school. These findings are similar to other studies on school readiness which have also found the importance of a child being socially and emotionally ready to start school (Lin, Lawrence, & Gorrell, 2003;McAllister, Wilson, Green, & Baldwin, 2005;Piotrkowski, Botsko, & Matthews, 2000;Wesley & Buysse, 2003).…”

“…The current definitions (initiative, self-control, and attachment) are useful but may not be exact. Also the measures that are used to detect them may not be sensitive enough as yet to capture the true constructs of social and emotional development that most educators still believe significantly predict children's school performance (Johnson, Gallagher, Cook, & Wong, 1995;Lin, Lawrence, & Gorrell, 2003;McAllister, Wilson, Green, & Baldwin, 2005;Piotrkowski, Botsko, & Matthews, 2000;Wesley & Buysse, 2003) Implications This study found that social and emotional development plays a minimal but critical indirect role in the academic achievement of Hispanic children from low-income families. These findings lead to a couple of implications which early childhood educators should take into account.…”

“…Parents felt that a child's first school experience should include teaching children how to learn in school as well as the actual academic portion. Parents also wanted children to get along with others, respect authority, have self-respect and be able to stand up for themselves (McAllister, Wilson, Green, & Baldwin, 2005). If children do not know how to learn they way schools ask them, then they will not be able to academically perform (Wesley & Buysse, 2003).…”

O olhar por diferentes lentes: o Photovoice enquanto método científico participativo

“…Diversos estudos nos fornecem experiências, resultados e erros que demonstram que a fotografia participativa pode oferecer resultados inequívocos como qualquer outro instrumento de análise social (GALLO, 2001;MCALLISTER et al, 2005;SPIELMAN, 2001). A intervenção visual, quando não implementada corretamente, pode subestimar o conceito de participação e perpetuar ainda mais o binário estabelecido entre 'silenciar' e o 'dar voz' (LYKES; BLANCHE; HAMBER, 2003).…”

“…Para os pesquisadores sociais, o modelo alarga as perspectivas analíticas das investigações e, para os participantes, os benefícios do uso de metodologias visuais colaborativas incluem a validação do repertório de vida e conhecimento local (SPIELMAN, 2001), novas perspetivas sobre si próprios e sua situação (MCINTYRE; THUSI, 2003), aumento da autoestima (EWALD, 2001;BLANCHE;HAMBER, 2003), reforço a equidade de gênero (WILLIAMS;LYKES, 2003), reconhecimento e reflexão enquanto grupo (LYKES; BLANCHE; HAMBER, 2003) e defesa coletiva direcionada para a mudança social (MCALLISTER et al, 2005;WANG;REDWOOD-JONES, 2001). …”