Family involvement and school readiness for a nationally representative Head Start sample

2010 ◽  
Author(s):  
Rebecca J. Bulotsky-Shearer ◽  
Ximena Dominguez ◽  
Elizabeth Bell ◽  
Johayra Bouza ◽  
Tracy Carter ◽  
...  
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Family Involvement ◽  
Nationally Representative

National Profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children's school readiness

2012 ◽  
Vol 27 (4) ◽  
pp. 627-639 ◽  
Author(s):  
Rebecca J. Bulotsky-Shearer ◽  
Xiaoli Wen ◽  
Ann-Marie Faria ◽  
Debbie L. Hahs-Vaughn ◽  
Jon Korfmacher
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Family Involvement ◽  
Classroom Quality

Preschool attendance and school readiness for children of immigrant mothers in the United States

2018 ◽  
Vol 16 (2) ◽  
pp. 190-209 ◽  
Author(s):  
RaeHyuck Lee ◽  
Wen-Jui Han ◽  
Jane Waldfogel ◽  
Jeanne Brooks-Gunn
Keyword(s):  
United States ◽  
Head Start ◽  
School Readiness ◽  
The United States ◽  
Ordinary Least Squares ◽  
Math Skills ◽  
Preschool Attendance ◽  
Immigrant Mothers ◽  
Reading And Math ◽  
Nationally Representative

We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study—Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children’s reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants.

An emic approach to defining family involvement among Latino Head Start parents

2010 ◽  
Author(s):  
Christine McWayne ◽  
Gigliana Melzi ◽  
Joy Kennedy ◽  
Laura Price ◽  
Kevin Mundt ◽  
...  
Keyword(s):  
Head Start ◽  
Family Involvement

scholarly journals Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates

2011 ◽  
Vol 26 (4) ◽  
pp. 430-441 ◽  
Author(s):  
Amanda Berhenke ◽  
Alison L. Miller ◽  
Eleanor Brown ◽  
Ronald Seifer ◽  
Susan Dickstein
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Behavioral Indicators

Social Skills and Emotional and Behavioral Traits of Preschool Children

2011 ◽  
Vol 39 (9) ◽  
pp. 1281-1287 ◽  
Author(s):  
Emel Arslan ◽  
Neslihan Durmuşoğlu-Saltali ◽  
Hasan Yilmaz
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
School Readiness ◽  
Family Involvement ◽  
Emotional Regulation ◽  
Positive Relationship ◽  
Rating Scale ◽  
Correlation Coefficients ◽  
Self Control ◽  
Behavioral Traits

We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, & Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement. It was also found that there was a statistically significant positive relationship between verbal explanation, listening skills, and self-control and emotional regulation, school readiness, social confidence, and family involvement.

scholarly journals Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program

2020 ◽  
Vol 53 ◽  
pp. 151-160 ◽  
Author(s):  
Janet A. Welsh ◽  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Brenda N. Heinrichs
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Sustained Effects ◽  
5Th Grade
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