Comparing Teacher vs. Observer Scores Using the Penn Interactive Peer Play Scale of Head Start Children's Socioemotional Skills in Low Income Classrooms

2008 ◽  
Author(s):  
Emily Pressler ◽  
Carissa DeHoyos ◽  
Kelly Haas ◽  
Molly Metzger ◽  
Christine Li-Grining ◽  
...  
Keyword(s):  
Head Start ◽  
Low Income ◽  
Peer Play ◽  
Socioemotional Skills

Parent-Reported Medication Use in a Head Start Population

2008 ◽  
Vol 24 (5) ◽  
pp. 319-325
Author(s):  
Tara M. Brinkman ◽  
John S. Carlson
Keyword(s):  
Head Start ◽  
Low Income ◽  
Medication Use ◽  
School Nurses ◽  
Psychotropic Medications ◽  
Hispanic Children ◽  
Raising Awareness ◽  
Head Start Children ◽  
Different Types ◽  
Reported Data

This study investigates the prevalence of medication use within a Head Start population. Parent-reported data ( N = 1,397) from initial enrollment information indicated 6.8% of children were taking 34 different types of medication. More than two thirds (69%) of those on medication were prescribed more than one medication, and more than one third (37%) were taking three or more medications. The majority of children were reported to be taking medications that were asthma (88%) or allergy (17%) related. Psychotropic medications accounted for 4% of the medications, indicating a prevalence of less than 0.3%. African American and Hispanic children were overrepresented in those taking medicines. School nurses can work with parents and caregivers of Head Start children by raising awareness of (1) the benefits and side effects of medications commonly taken within this population, (2) the significant role that asthma medications play in low-income areas, and (3) the issues and challenges associated with polypharmacy practices.

Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality

2014 ◽  
Vol 25 (6) ◽  
pp. 815-840 ◽  
Author(s):  
Rebecca J. Bulotsky-Shearer ◽  
Elizabeth R. Bell ◽  
Tracy M. Carter ◽  
Sandy L. R. Dietrich
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Classroom Quality ◽  
Peer Play ◽  
Play Interactions ◽  
Moderating Role

scholarly journals Perceptions of Preventive Health Care and Healthy Lifestyle Choices for Low Income Families: A Qualitative Study

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Sasha A. Fleary ◽  
Reynolette Ettienne-Gittens ◽  
Robert W. Heffer
Keyword(s):  
Head Start ◽  
Protective Factors ◽  
Low Income ◽  
Healthy Lifestyle ◽  
Preventive Health Care ◽  
Preventive Health ◽  
Lifestyle Choices ◽  
Low Income Families ◽  
Definition Of ◽  
Healthy Lifestyle Choices

This paper examines Head Start parents’ perceptions of preventive health and healthy lifestyle choices and Head Start administrators’ perceptions of the needs of parents they serve. To address the preventive health of the population, it is necessary that we explore perceptions, risks, and protective factors of preventive health. Focus groups were conducted with parents and administrators to elicit this information and to obtain suggestions for improving preventive health and healthy lifestyle choices among this group. Overall, nutrition and physical activity emerged as themes in parents’ definition of preventive health and healthy lifestyle choices. They further identified social support and education as major protective factors for engaging in preventive health and healthy lifestyle choices. Results of this study can be used to inform research and practice to develop interventions to increase preventive health and healthy lifestyle choices among low income families.

Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

2021 ◽  
Vol 696 (1) ◽  
pp. 80-105
Author(s):  
Julia Mendez Smith ◽  
Danielle Crosby ◽  
Christina Stephens
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Low Income ◽  
Culturally Responsive ◽  
Preschool Age ◽  
Hispanic Children ◽  
High Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Low Income Families

Significant investments in public early childhood care and education (ECE) have yielded higher Hispanic enrollment in preschool-age programs, but progress has been uneven and inconsistent, especially for the youngest Hispanic children and low-income families. We review how ECE has contributed to Hispanic children’s development, offering a detailed review of Hispanic children’s participation in ECE, including evidence of effectiveness from ECE programs such as Early Head Start and Head Start, and state pre-K programs. We conclude with a discussion of why Hispanic children remain underserved by ECE and what policy changes could increase participation in these programs among Hispanics. We argue for expansion of established high-quality ECE into Hispanic-dense communities, for strategies that enroll and retain Latino children in ECE in ways that are family-centered and culturally responsive, and that ECE must adapt to better serve Hispanic families and dual language learners who require culturally appropriate pedagogy.

Head Start: Making a Popular Program Work

PEDIATRICS ◽  
1987 ◽  
Vol 79 (3) ◽  
pp. 440-441
Author(s):  
DOUGLAS J. BESHAROV ◽  
TERRY W. HARTLE
Keyword(s):  
Head Start ◽  
School Performance ◽  
Low Income ◽  
Annual Cost ◽  
Safety Net ◽  
Learning Ability ◽  
Future Prospects ◽  
Disadvantaged Children ◽  
Low Income Children ◽  
Poor Children

Head Start, the federal government's preschool program for low-income children, is one of the nation's most popular domestic initiatives. In 1980, President Carter praised it as "a program that works." President Reagan included Head Start in the "safety net" and has presided over a substantial funding increase. Head Start began in 1965 as a 6-week summer experiment in using child development services to improve the future prospects of disadvantaged children. It quickly became a full year program. Now, 20 years old, it serves about 450,000 children, at an annual cost of more than $1 billion. The program's popularity is based on the widespread impression that it lifts poor children out of poverty by improving their learning ability and school performance.

scholarly journals The Southside Simple Suppers Scale-Up (S4): Effects of a Family Meals Program on Head Start Caregivers

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 279-279
Author(s):  
Amy Sharn ◽  
Leah May ◽  
Miranda Westrick ◽  
Ashley Walther ◽  
Carolyn Gunther
Keyword(s):  
Mental Health ◽  
Blood Pressure ◽  
Waist Circumference ◽  
Data Collection ◽  
Head Start ◽  
Perceived Stress ◽  
Low Income ◽  
Family Meals ◽  
Post Test ◽  
The Impact

Abstract Objectives Assess the impact of an 8-week Head Start family meals intervention (Simple Suppers) on participating caregiver's weight status and health outcomes. Methods This is a single arm pre- to post-test study. The intervention is occurring during the 2019–20 school year (fall, winter, and spring sessions) at 3 Head Start sites. Caregiver outcomes include: BMI (kg/m2), waist circumference (cm), blood pressure (mm Hg), and mental health measures (depression (Patient Health Questionnaire-9 (PHQ-9)), perceived stress (Perceived Stress Scale (PSS)), and anxiety (Generalized Anxiety Disorder-7 (GAD-7))). Regression models factoring in attendance will be used to examine pre- to post-test changes. Results Nineteen caregivers completed data collection for the fall session. 55.6% of families were low-income and 21.1% had low/very low food security. Mean (SD) caregiver age was 37.6 (12.1) yr, 94.7% were female, and 84.2% were non-Hispanic Black. There were no significant changes in BMI, blood pressure, waist circumference, depression, or perceived stress from pre- to post-test according to attendance level, however anxiety significantly decreased with increasing attendance (P < 0.05). Data collection for the remaining sessions will be completed in spring 2020. Conclusions This study can be expected to have a positive impact by understanding the role of healthy family mealtime routines in caregiver's physical and mental health among racial minorities residing in low-income households. Funding Sources USDA NIFA.

Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms

2020 ◽  
pp. 1476718X2094295
Author(s):  
Janna Fuccillo Kook ◽  
Daryl B Greenfield
Keyword(s):  
Head Start ◽  
Low Income ◽  
Thinking Skills ◽  
Storybook Reading ◽  
Circle Time ◽  
Instructional Interactions ◽  
Entry Points ◽  
Instructional Interaction ◽  
Science Activities

High-quality instructional interaction, in which teachers engage children in conversations that support the development of higher order thinking skills, conceptual understanding, and advanced language skills, is associated with positive outcomes for preschool children. Classrooms serving low-income preschoolers tend to have lower levels of this kind of instruction and yet research suggests that it may be particularly important for these children. The aim of this study was to examine variation in the quality of instructional interactions in Head Start classrooms across different types of teacher-directed activities. Twenty-four Head Start classrooms were observed across four activity types (circle time, math activities, science activities, and storybook reading), and quality of instructional interaction was assessed using the Instructional Support domain of the Classroom Assessment Scoring System. Science activities and storybook reading were associated with higher quality instructional interaction compared with circle time, controlling for teacher characteristics and classroom contextual factors. Math activities were not associated with higher quality instructional interaction compared with circle time. Science and storybook reading may be natural entry points for supporting higher quality instructional interaction in Head Start classrooms.

scholarly journals The Effect of Simple Suppers, A Family Meal Program, on The Relationship between Children's Food Preparation Skills and Their Involvement in Meal Preparation

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1360-1360
Author(s):  
Ashley Walther ◽  
Leah May ◽  
Amy Sharn ◽  
Miranda Westrick ◽  
Carolyn Gunther
Keyword(s):  
Head Start ◽  
Low Income ◽  
Pearson Correlation ◽  
Preschool Age ◽  
Family Meals ◽  
Food Preparation ◽  
Family Meal ◽  
Meal Preparation ◽  
Child Involvement ◽  
The Relationship

Abstract Objectives Examine the relationship between children's food preparation skills and their involvement in meal preparation with their caregiver among families participating in a Head Start family meals program (Simple Suppers). Methods Simple Suppers is an 8-week family meals program tailored to low-income caregivers and their preschool age child(ren). The study design is a single arm pre- to post-test, and the intervention is occurring during the 2019–2020 school year (fall, winter, and spring sessions) at 3 Head Start sites. Caregiver lessons focus on overcoming family meal barriers (i.e., meals on a budget, time saving strategies) through interactive group discussions and goal setting. Child lessons focus on age-appropriate food preparation skills through experiential learning. Children's food preparation skills are assessed via a 9-item questionnaire. Questions are situated on a 4-pt Likert scale (1 = strongly disagree (1pt); 4 = strongly agree (4pt)). Child involvement in meal preparation is assessed with a single item scalar question (0–7 times per week). Pearson correlation was used to examine the relationship between child food preparation skills and involvement in meal preparation. Significance was set at P < 0.05. Results 19 families completed data collection for the fall session. 55.6% were low-income according to federal poverty guidelines, mean (SD) caregiver age was 37.6 (12.1), 94.7% were female, and 84.2% were non-Hispanic Black. Mean (SD) child age was 3.4 (0.5) and 47.6% were female. There was a significant association between the change in child food preparation skills and the level of child involvement in meal preparation with their caregiver (r = 0.62, P < 0.01). Conclusions Preliminary data from this study demonstrate that children's food preparation skills influence the extent to which they are involved in preparing family meals with their caregivers. Funding Sources USDA NIFA CYFAR.

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