The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs.

Love, John M.; Kisker, Ellen Eliason; Ross, Christine; Raikes, Helen; Constantine, Jill; Boller, Kimberly; Brooks‐Gunn, Jeanne; Chazan‐Cohen, Rachel; Tarullo, Louisa; Brady‐Smith, Christy; Fuligni, Allison Sidle; Schochet, Peter Z.; Paulsell, Diane; Vogel, Cheri

doi:10.1037/0012-1649.41.6.88

Cited by 233 publications

(334 citation statements)

References 34 publications

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“…The fact that Brady-Smith and colleagues (2013) found a detached or withdrawn group for Latin American mothers where we did not may be a product of sample differences between the two studies. Although Brady-Smith and colleagues did not report the immigrant status of the mothers in their study, other reports of the EHS data indicate that only about 11% of the caregivers in that study were predominantly Spanish-speaking (Love et al, 2005). The Latin American mothers in the current study were predominantly foreign-born and Spanish-speaking.…”

Section: Discussionmentioning

confidence: 76%

Ethnic Differences in Profiles of Mother–Child Interactions and Relations to Emerging School Readiness in African American and Latin American Children

Dyer¹,

Owen²,

Caughy³

2014

Parenting

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SYNOPSIS Objective This article examines ethnic similarities and differences in profiles of mother–child interaction qualities for low-income African American and Latin American mothers and associations with preschoolers’ emerging school readiness. Design Videotaped mother–child interactions were collected at age 2.5 years from a sample of African American (n = 192) and Latin American (n = 210) families. Profiles of maternal behavior were identified in person-centered within-group analyses of five ratings of maternal behavior from the videotaped interactions. Mothering profile groups were examined for relations to child receptive language, behavior problems, and pre-academic school readiness measured at age 3.5 years. Results Latent class analyses yielded three similar profiles in the two ethnicities identified as Child-Oriented, Directive, and Harsh-Intrusive mothering, and a fourth profile of Withdrawn mothering only among the African American mothers. For African American children, Child-Oriented and Directive mothering were each associated with higher pre-academic school readiness and language scores than Harsh-Intrusive or Withdrawn mothering. For Latin American children, Child-Oriented mothering was associated with fewer child behavior problems than Harsh-Intrusive mothering, and higher school readiness scores than Directive mothering. Conclusions Both similarities and differences were found between African American and Latin American families in observation- based mothering profiles and their linkages with preschoolers’ school readiness.

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Section: Discussionmentioning

confidence: 76%

Ethnic Differences in Profiles of Mother–Child Interactions and Relations to Emerging School Readiness in African American and Latin American Children

Dyer¹,

Owen²,

Caughy³

2014

Parenting

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“…Federally funded social programs, such as EHS, represent a critical structure through which benefits can be delivered to socioeconomically and clinically vulnerable families. This study adds to the growing body of literature on the short-and long-term benefits of comprehensive early childcare education, both overall and specific to dentistry in particular [24, 25, 50]. …”

Section: Discussionmentioning

confidence: 99%

Enrollment in early head start and oral health-related quality of life

et al. 2017

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Purpose Dental problems in young children are wide-spread and can negatively impact quality of life. We examined the effect of enrollment in North Carolina Early Head Start (EHS)—a federally funded early education program for children under three years of age and their families—on oral health-related quality of life (OHRQoL). Methods In this quasi-experimental study, we interviewed 479 EHS and 699 Medicaid matched parent–child dyads at baseline (children’s average age 10 months) and 24 months later. Parents reported OHRQoL using the Early Childhood Oral Health Impact Scale (ECOHIS), a 0–52 point scale with higher scores representing more negative impacts. We used a marginalized semicontinuous two-part model to estimate: (1) the effect of EHS on the probability of reporting any follow-up impacts (ECOHIS ≥ 1), and (2) the difference in overall mean ECOHIS follow-up scores. We controlled for baseline ECOHIS, language, and EHS and non-EHS group imbalances using a propensity score. Results At follow-up, negative OHRQoL impacts were more often reported by parents of non-EHS than EHS children (45 versus 37%, P < .01). In the adjusted model, EHS parents reported a lower odds of negative OHRQoL impacts (OR 0.70; 95% CI 0.52, 0.94). Mean adjusted ECOHIS scores were not significantly different (EHS: 1.59 ± 3.34 versus non-EHS: 2.11 ± 3.85, P > 0.05). Conclusions This study is the first to demonstrate that families of young children enrolled in EHS report improved OHRQoL compared to their non-enrolled peers. These results highlight the potential effectiveness of improving the quality of life of low-resource families through early childhood education.

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“…With such supporting evidence, federal, state, and local governments have built on the model of Head Start and other pioneering early childhood education programs by expanding extant preschool programs and creating new ones with the goal of increasing the proportion of the low-income population enrolled in early education (Gormley et al, 2005; Love et al, 2005; Puma et al, 2005; Zigler, Gilliam, & Jones, 2006). Such efforts have achieved some success, but enrollment remains far from universal.…”

Section: Preschool Education and Children From Low-income Familiesmentioning

confidence: 99%

The selection of children from low-income families into preschool.

Crosnoe¹,

Purtell²,

Davis‐Kean³

et al. 2016

Developmental Psychology

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Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and human capital considerations (e.g., maternal education) most consistently predicted preschool enrollment among children from low-income families. Supply side factors (e.g., local child care options) and more necessity and human capital factors (e.g., having fewer children, desiring preparation for school) selected such children into preschool over parental care or other care arrangements, and several necessity factors (e.g., being less concerned about costs) selected them into non-Head Start preschools over Head Start programs. Systemic connections and child elicitation did not consistently predict preschool enrollment in this population.

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The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs.

Cited by 233 publications

References 34 publications

Ethnic Differences in Profiles of Mother–Child Interactions and Relations to Emerging School Readiness in African American and Latin American Children

Ethnic Differences in Profiles of Mother–Child Interactions and Relations to Emerging School Readiness in African American and Latin American Children

Enrollment in early head start and oral health-related quality of life

The selection of children from low-income families into preschool.

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