Head Start FACES 2000: A Whole-Child Perspective on Program Performance: Fourth Progress Report

Zill, Nicholas; Resnick, Gary; O'Donnell, Kevin; Sorongon, Alberto; McKey, Ruth Hubbell; Pai-Samant, Shefali; Clark, Cheryl; O’Brien, Robert W.; D’Elio, Mary Ann

doi:10.1037/e304922003-001

Cited by 60 publications

(70 citation statements)

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“…Not only do children who receive highquality care in centers do better in school, but they are also more likely to go to college, to avoid teenage pregnancy and criminality, and not to require governmental assistance. [7][8][9][99][100][101][102][103] Three recent nationwide studies 9,10,103 of Head Start families indicate that center-based care of even modest quality can confer social and cognitive benefits to lowincome children. However, the effects do not appear to be as widespread as the effects of high-quality day care centers, and it is not yet clear whether the effects will be as long lasting or apply to all children.…”

Section: Low-income Childrenmentioning

confidence: 99%

Child Care and the Well-being of Children

Bradley¹,

Vandell²

2007

Arch Pediatr Adolesc Med

143

103

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Objective: To evaluate studies of child care with specific attention to the impact of age at entry and amount, quality, and type of care on children's adaptive functioning. Results: Children who began care early in life and were in care 30 or more hours a week were at increased risk for stress-related behavioral problems. Elevated risk was more likely if they had difficulties interacting with peers or had insensitive parents. Children in day care centers had higher language scores and early school achievement, especially if they came from disadvantaged backgrounds and the centers offered high-quality care. Attending arrangements with 6 or more children increased the likelihood of communicable illnesses and ear infections, albeit those illnesses had no long-term adverse consequences. Conclusions:Child care is a multidimensional phenomenon. Guidance on when to place a child in nonparental care and what kind of care to use is complicated because of the multiplicity of sometimes offsetting effects on children. Child care experiences interact with experiences at home and the child's own characteristics, and research indicates that the quality of child care matters.

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Section: Low-income Childrenmentioning

confidence: 99%

Child Care and the Well-being of Children

Bradley¹,

Vandell²

2007

Arch Pediatr Adolesc Med

143

103

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“…The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al, 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006).…”

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confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al., 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006). Rates of child poverty are on the rise in the United States, now affecting nearly one out of five children (Children's Defense Fund, 2005), making the problem of understanding and promoting school readiness a national priority.Recent efforts to promote school readiness for children growing up in poverty have focused on improving the instructional content of preschool programs, particularly Head Start programs, to enhance children's acquisition of key emergent literacy skills (such as letter identification and phonemic sensitivity) that are strong predictors of later achievement (Lonigan, Burgess, & Anthony, 2000). Although important, instructional strategies that focus narrowly on promoting the memorization of discrete content may "miss the mark" developmentally. The long-term impact of preschool interventions may depend on the degree to which they foster the development of mental systems that support learning and adaptive learning behaviors (Blair, 2002). For this reason, the Committee on Integrating the Science of Early Childhood Development (Shonkoff & Phillips, 2000) and others have underscored the importance of promoting self-regulation and social competence in preschool Copyright ©2008 Cambridge University Press Address correspondence and reprint requests to: Karen Bierman, Pennsylvania ...

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“…The general consensus, especially in early childhood, is that quality must be comprehensive, in other words, not only focused on education and health, but also on cognitive and emotional development, nutrition, and parenting (Halle, Whittaker and Anderson, 2010;Zill et al, 2003;NICHD, 1996). Kagan (2010) identifies critical areas in which the quality of child care should be evaluated, including the child's relationships with other children and adults, lesson plans and activities, teaching, evaluation of the child's progress, medical care, the profile of adult caregivers, family context, community relationships, the physical environment, the child care center coordinator's leadership, and aspects related to center management.…”

Section: Why Is the Quality Of Child Care For Young Children So Crucial?mentioning

confidence: 99%

¿Cómo se mide la calidad de los servicios de cuidado infantil?: Guía de herramientas

Bóo¹,

Araujo²,

Tomé³

2016

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Head Start FACES 2000: A Whole-Child Perspective on Program Performance: Fourth Progress Report

Cited by 60 publications

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Child Care and the Well-being of Children

Child Care and the Well-being of Children

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

¿Cómo se mide la calidad de los servicios de cuidado infantil?: Guía de herramientas

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