Childhood Development And Head Start

The present paper aims to examine the effectiveness of early intervention programs that serve students from predominately low-socioeconomic backgrounds. Specifically, the effectiveness of these programs will be examined in terms of student’s school readiness. School readiness has been defined as having both academic and social abilities that allow students to successfully engage in learning experiences upon kindergarten entry (Jeon et al., 2011). School readiness is especially important for low-income populations based upon the high rates of grade failure and school dropout levels later in schooling. Studies show that students from low socioeconomic backgrounds are more likely to enter kindergarten without the basic foundation skills necessary for success (Landry, Swank, Anthony & Assel, 2010). The present paper highlights the importance for increasing school readiness for students

meeting educational, health, social service, and parental needs. “Head Start also wants to help bring about a greater degree of social competence in these children (Mallory and Goldsmith,

It is organized with in four sections that specify standards of ethical behavior and responsibilities that educators must have to children, families, colleagues, community and society. Also, it a guide in which a teacher or a caregiver can fall on for support within face difficult dilemmas in Early Childhood care and education.

Head Start is a program of the United States Department of Health and Human Services (DHHS). The program offers early childhood education with parent involvement services in low-socioeconomic cities. Head start promotes children’s socio-economic development through guiding children as they begin to acquire trust, freedom, willpower, and respect. Kyunghee Lee researched Head Start’s impact on children who have experienced violence or neighborhood crime.

The mission of Petite Genie, is to provide an atmosphere where developmentally appropriate assessment, and active learning is key. Through hard work and play students have the ability to learn at their own pace, and in their own way. We provide a culture that believes that education is fun. Plant your little seedlings on steady educational ground. We will provide an atmosphere that is rich with learning opportunities at every corner, and caters to the different learning styles education is fun, the children of Petit Genie will play with a purpose.

National Head start Association believes that every child, regardless of circumstances at birth, has the ability to reach their full potential. This organization advocates Advocacy leverages grassroots action, alumni- and parent-driven support, and a bipartisan strategy to ensure a successful and sustainable future for Head start (NAEYC,2005).

These studies resulted in several very interesting cognitive outcomes. Head Start children, especially those who had also participated in Early Head Start, showed significant cognitive improvements while in still in Head Start. Their scores on various developmental tests were above those of the control group, though still below average According to the Third Grade Follow-Up, at the end of the Head Start year, the 4-year-old cohort showed strong improvements in language and literacy skills, compared to the control group, in six different tests:

For this assignment, I conducted much research on the Head Start Program. Head Start is a child development program, which provides aid and assistance to financially less fortunate families. It serves children from birth to age 5, pregnant women, and their families. Head Start is child centered and focuses much attention on preparing young children from low-income families for school. Head Start helps parents improve their basic literacy, numeric skills and employability skills. It promotes children's developmental growth through early childhood education. The Head Start program holds classes, which instruct parents on how to promote their child's cognitive, social, language, and physical development. This program is of great importance,

An increasing body of evidence shows that children’s earliest experiences in early care and education programs play a major role on their later success as healthy individuals. However, low-income children may not experience school readiness gains

In this particular study Sabol and Chase-Lansdale (2015) examined if children’s participation in Head Start was increasing parents’ educational advancement. The study included data from over 4,000 three to four-year-old children attending Head Start. It was determined that the three-year-old parents that were examined had better chances in there growth of educational attainment (Sabol and Chase-Lansdale, 2015); Even though, this study gained interest to surroundings areas it is still questionable if Head Start helps increase the parents ability to return or start school. Head start is and has been a sustainable program that has helped build millions of intelligent young children. The program provides comprehensive services such as: Early childhood

For decades, early childhood intervention programs, including child-care program facilities, have created controversial debates on the long-term effects that they have on a persons childhood and more importantly, their future development. Although there are various debates on early childhood intervention effects on future development, early intervention programs tend to show long-term effects on cognitive and academic achievement, and positive effects on occupational prestige and depressive symptoms. However, early childhood intervention programs do not show long-term effects on future behavioral development and social competence. In essence, it is these outcomes that provide insights as to why early intervention programs enhance or diminish the future development among children. In turn, the early child-care programs tend to have positive effects on a persons reading and mathematical skills at the high school level.

Programs and services that are intended to meet the needs of children who are at or below the poverty level must identify and meet the needs of Hispanic children as well as African American children. Programs such as Head Start were designed to identify with the minority group and given them the beneficial programs they need. The efficiency of early education programs are believed to reduce behavior problems among low-income children in preschool. (NICHD Early Child Care Research Network, 2001) Publicly funded programs like Head Start are reducing ethic and racial gaps in preschool attendance (Magnuson & Waldfogel 2005). Magnuson and Waldfogel state that substantial increases in Hispanic and Black children’s enrollment in preschool with a combination of increases in preschool quality have the potential to decrease school readiness gaps. Boosting enrollment of Hispanic children may be especially beneficial given their current low rates if enrollment (Magnuson & Waldfogel 2005).

This Contemporary Issues Paper looks at the importance of pre-kindergarten education within students suffering from poverty. The goal is to show the effectiveness of early prevention to prevent intervention in higher grades. Students living in poverty are at-risk of retention or later dropping out. As most of the students living in poverty receive some type of public assistance, I propose we create legislation requiring students of families that receive public assistance to enroll in a pre-kindergarten program. To gain a better understanding of the importance of pre-kindergarten programs I conducted a field experience at an urban pre-kindergarten program called Quality Time Childcare. The first phase of my field experience included interviewing teachers; to increase my understanding of what they perceived their job to be as preschool teachers. I also observed students, parents and teachers interactions. As I interviewed teachers and observed students, the need for pre-kindergarten programs became clearer. Students from poverty stricken homes are less likely to be exposed to vocabulary and tools needed to be successful in kindergarten and beyond. Today, too many students are not ready to do kindergarten work, causing these children to fall dangerously behind. These students frequently repeat kindergarten, first or second grade. By the third grade many of these students are on the path of being high school dropouts. We have legislation that holds parents responsible

Although it is clear that implementing some socialization outside of the home is beneficial for a child’s social and academic development, the long-term benefits are a topic of controversy among many. Barnett (1995) found that early childhood programs can have large short-term benefits for children and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment. He obtained these results through a study assessing 36 studies divided into two categories. In 15 of the studies, researchers developed their own child-care programs to study the effects of model programs. In the remaining 21 studies, researchers analyzed the effects of ongoing, large-scale child-care programs; in five of these studies the children attended state or local programs, five studied children who had attended Head Start and state or local programs, and 11 examined Head Start programs. Head Start is a program throughout the United States set up through the department of Health and Human Services that aids low income families by providing comprehensive early childhood education, health, nutrition, and parent involvement services (Head Start, n.d.). Comparisons of estimated long-term effects between the model programs and large-scale programs found that the large-scale program did tend to have smaller effects, possibly due to the fact that the model programs were able to provide higher quality services and more one on one time with the children since

America has been raising children with a thought that everyone can make a change, everyone can get out of the routine of poor life. Although these assertions may seem true, many children who were born in poverty struggle to make ends meet as grownups, lacking to earn enough to achieve middle-class status. Poverty is one of the several risk factors confronting(facing) deprived children. Those children who were educated in poor communities and those who were raised in wealthy families have different advantages and opportunities in life. Preschool attendance is a key to a better education in the life of a child. During the early years of age, child’s development mentally, emotionally, and socially is extremely crucial. It is a fact that early-learning experiences in children’s lives may impact the future life of a human. The address of this question will help not only improve the future of the America’s educational system but will also improve many social issues. Despite the common notion that early education is beneficial for children, people should understand that issue with the early education programs is that they are not mandatory, which means that they are expensive and are only accessible to high-class individuals. Poor children start school with a drawback. Their behaviors, skills, and abilities determine the level of their preparation for school. The children who do not have the chance to get a preschool education will miss the opportunity to develop as an individual