Creative Dance And Social Development Of Preschoolers

Head Start is a federally funded, education development program that was created in 1965. The program provides education and services for eligible children from low-income families. Head Start 's philosophy focuses on the development of social-emotional, physical and mental health, nutrition, and working with families and the community and stated “low-income people should help plan and run their own programs” (p. 41-42). Head Start has truly expanded their resources over the years by providing a full school year for ages 3-6 years old and offering services such as health screenings, referrals, and social services (p. 42). Most importantly, each and every Head Start program must follow the federal Head Start Program Performace Standards that address all areas of development (p. 42). The program is truly committed to support low-income families and creating an education system that supports all aspects of the child.

Research for Head Start has found many lasting benefits for learning and educational achievement for its attendees. Including school progress and educational attainment, social behavior, and reduction of delinquency and crime that is usually found within disadvantaged families. Head Start addresses all the guidelines within the Family Impact checklist on providing all adequate services to low income families. As mentioned above, under Family Support and Responsibilities, Head Start is a federally funded program, which also receives donations and grants. Therefore, the federal government must increase funding to the Head Start program so children from low-income families, get early education services to help them succeed in school. Since Head Start programs have minimal funding there are not enough spots available to include every child in need of the services provided by this program, especially within certain regions.

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,

Head Start was created in 1965, during Lyndon B. Johnson’s presidential administration, as part of the Great Society plan and the War on Poverty (Currie , 2001). After observing the quality discrepancies between low income and high income educational settings, Johnson realized that “Five and six year old children are inheritors of poverty 's curse…(Johnson, 1965)” As a result, he called for the creation of a program that would allow “…preschool children of poverty [to] get a Head Start on their future (Johnson, 1965).” Soon, Head Start was established, with the goal of “enhance[ing] children’s physical, social, emotional and cognitive development (Mississippi Head Start Association, 2012).”

The research finds that participants with the lowest initial skills are the most beneficial from public Head Start programs. But this study also states that Head Start program has lots of limitation. At the beginning of this research paper, the author introduces the history and definition of Head Start program and its main purpose. He states, “The federal Head Start program is the largest early childhood education initiative in the United States, giving matching grants to preschool centers that provide parent training, early education, and health services to poor children and their families” (Healy, 2015, para. 1). As the author emphasis, the Head Start program is not suitable for all children but only offers to children from the low-income families. There are still many families left who need the public

Early childhood education is crucial for success in the formalized education system. Many children born into lower income communities do not obtain this advantage. According to Kozol, simply based off accident of birth a child will lead completely different educational lives (2005). For example, a white toddler in an upper middle class neighborhood might attend a prestigious educational preliminary kindergarten. These respected early education schools are often referred to as “baby ivies” (Kozol, 2005). The child participates in pre-numeracy skills along with pre-writing skills. Conversely, a child of minority descent living in an underprivileged neighborhood may not initiate school until they are five years old. In the three previous years a

The classroom sites that were studies were state preschools, Head Start, Title 1, Tuition-based programs, full-day programs, and half-day programs. Eighty-one percent of the children were 4-year old, 19% were 5-year-olds. “The gender was balanced, and included 36% African American, 31% White, 20% Hispanic/Latino, 10% multi-race, and 3% Asian. Approximately 23% of the children were ELLs. The mean percentage of children eligible for early childhood special education (with IEPs) was 11%. This also varied across program types with 15% of children in Head Start programs having IEPs and 3% of children in Tuition-Based programs. Regarding parent/caregiver educational attainment in the overall sample, 22% of parents reported having less than high school, 23% had high school diplomas or general education development (GED),

As the longest running program to acknowledge systematic poverty in the U.S., Head Start is a family-centered program designed to promote school readiness, empower low-income families, and link community agencies and families. The objectives of Head Start are in agreement with the concept of social and economic justice. Based on the liberal viewpoint that the government should be involved with society to make sure that everyone has equal rights and opportunities, Head Start enables low-income families to have equal access to a wide range of services academically, socially, emotionally, and physically, that otherwise would not be accessible to

In a long time since its initiation, Head Start has enhanced the lives of more than 32 million youngsters and their families. Notwithstanding life and school readiness, Head Start is likewise the country's research center for early learning development. Head Start offers an exceptional children and family program configuration combined with a conveyance framework that incorporates nearby projects, national models, observing, proficient improvement, and family interactions. This has been the reason for some resulting statewide and group

Head Start/Early Head Start Program is a governmentally financed project that serves low-salary children and their families in DeKalb, Atlanta/DeKalb, and Rockdale districts. The Program gives discriminating formative, training and wellbeing administrations to pregnant ladies, burdened youngsters from conception to five, and their families to enhance their long haul school and occupation prospects. The Programs incorporate an in number social administrations and guardian inclusion center. Parents are prepared to work and associate successfully with their kids, their families and inside of their family. The general objective of Head Start/Early Head Start is to enhance the school status of youngsters

Since the creation of the head start program, several researchers have published about the ineffectiveness of the program. For example, according to Currie & Thomas (1993), head start programs have no impact on African American students' academic success in elementary school. To explore Currie and Thomas's research findings, a program evaluation of the program will be carried out on Aaron E. Henry Head Start Program. Aaron E. Henry Head Start Program, which is located in Clarksdale, Mississippi, is being selected because majorities of its residents are African Americans. According to the United States Census Bureau (n.d.), over 75% of the individuals living in Clarksdale, Mississippi are African Americans. In order to evaluate this head start

Between the years 2002 and 2003, the Department of Health and Human Services (DHHS) was required to research Head Start’s influence on the children being impacted by the program. Lee used the Impact Study’s data for his research. With this data, Lee tried to answer two different questions; “What

Judith Smith and colleagues (1997), using data from two national datasets, showed that family poverty was significantly associated with lower scores on several measures of child cognitive and school readiness outcomes for children age three to four years, even after controlling for the effect of mother's education,

According to the Administration for Children and Families (2010), “Head Start is a national program that promotes school readiness by enhancing the social and cognitive development of children through the provision of educational, health, nutritional, social and other services to enrolled children and families” (para. 3). Based on this mission subject, it is possible to subject Head Start to a program evaluation based on the following questions: (a) Is Head Start provisioning educational, health, nutritional, social and other services to enrolled children and families? (b) Is the provisioning of educational, health, nutritional, social and other services leading to an enhancement of the social and cognitive development of children? (c) Is the social and cognitive development of children a social good for which taxpayers should pay $7 billion a year? These questions will be addressed, both directly and indirectly, later in this overview.

About one in five children in the United States has the misfortune of living in a family whose income is below the official poverty threshold (Borman and Reimers 454). Poverty has harmful effects on a child’s academic outcomes, general health, development, and school readiness. The impact of poverty has on a child depends on many factors for instance community features ( crime rate in neighborhood and school characteristics) and the individuals present in the child’s life like their parents, neighbors, or relatives. It is clear that schools and outside environmental factors contribute to whether a child is successful or not in their academic life. A child’s family, neighborhood, and type of school effects that are related with poverty