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Descriptors:
Early Childhood Education; Disadvantaged Youth; Kindergarten; Outcomes of Education; Individual Differences; Young Children; Evaluation; Statistical Analysis; Models; Federal Programs; Preschool Children; Low Income; School Readiness; Early Intervention; Holistic Approach; Research and Development; Theory Practice Relationship

Abstract:
Useful assessment outcomes (as manifest through assigned scores) must show reasonable variation across children because it is that variation that presumably defines children's individual differences. Alternatively it is conceivable that some portion of the variability in assessment outcomes does not reflect child differences but rather differences in the performance of the assessors who carry out assessments. Hierarchical linear modeling is applied in this article to identify the amount of score variation attributable to assessors rather than children. Working with multiple cohorts of Head Start and kindergarten children, score variation is analyzed for measures administered outside of classrooms by extramural assessors and for teacher-administered measures within classrooms. The amount of assessor variance (vs. actual child variance) was negligible as associated with extramural assessors but substantial for teacher assessors, indicating that large portions of the variability in teacher-administered assessments have nothing to do with children's unique performances. Recommendations are provided to assist the interpretation of assessment outcomes in future research and practice. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Immigrants; Kindergarten; Cultural Background; Cultural Differences; Young Children; Parent Teacher Conferences; Parent Teacher Cooperation; Special Education; Hispanic Americans; Language Usage; Cultural Awareness; Power Structure; Case Studies; Advocacy; Student Placement; English (Second Language); Second Language Learning; Teacher Attitudes; Parent Attitudes

Abstract:
Parent-educator partnerships are an important element of effective early childhood, K-12, and special education programs (Dunst, Trivette, & Snyder, 2000; Tabors, 2008). While early childhood and other classrooms in the United States are increasingly diverse, the teachers in those classrooms are unlikely to be of the same linguistic or cultural background as their students (Gay & Howard, 2000; Saluja, Early, & Clifford, 2002). Although teachers may have the best intentions regarding their interactions with children and families, it can be challenging to partner effectively with families that come from different cultural and linguistic backgrounds (Harry, 2008; Saffold & Longwell-Grice, 2008). To pursue effective partnerships in early education, there is a need to develop a better understanding of the ways in which interactions and language use with immigrant families can help fulfill teachers' good intentions. This article takes a culturally and linguistically responsive perspective regarding parent-educator partnerships. First, the authors briefly discuss selected factors that can affect partnerships with Latino families (e.g., language, culture, and power). Next, they present a case study of an early childhood parent-teacher conference in which challenges to partnerships are highlighted during a discussion of the child's subsequent year, kindergarten placement. Conference transcripts provide critical details that can lead to recommendations for early educators to develop partnerships with immigrant Latino parents and recognize Latino parents' advocacy on behalf of their children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Pregnancy; Child Abuse; School Readiness; Early Intervention; Early Childhood Education; Parenting Styles; Counties; Young Children; Pregnant Students; Child Development; At Risk Persons; Interviews; Longitudinal Studies; Mixed Methods Research; Access to Education; Poverty; Mothers; Health; Child Health; Health Services; Child Care

Abstract:
For more than a decade, Florida's Palm Beach County has been building a system of prevention and early intervention services to promote and support the healthy development and school readiness of children from birth to age 8. The county began this effort with a set of programs focused on serving families in four targeted geographic areas that have high levels of risk for poverty, teen pregnancy, crime, and child maltreatment. The Children's Services Council of Palm Beach County commissioned Chapin Hall to conduct a longitudinal mixed-methods evaluation of how families use and are affected by this system of services. This paper presents selected findings from the study about the factors that most affected children's development and school readiness, which include good birth outcomes, positive parenting practices, and access to high quality early childhood programs, and concludes with recommendations for improving the service system to support children's readiness for school. (Contains 1 table, 2 figures, 1 box and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; School Readiness; Mental Health; Mathematics Education; Disadvantaged Youth; Family Involvement; Cultural Differences; Cultural Pluralism; Student Diversity; Ethnicity; Young Children; Preadolescents; Immigration; Interdisciplinary Approach; Poverty; Generational Differences; Early Childhood Education; Academic Achievement; Student Needs; Educational Policy; Context Effect; Obesity; Hispanic American Students; Asian American Students; Child Development; Social Attitudes; Interpersonal Relationship

Abstract:
This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the U.S. population. This book begins with a preface by Elena L. Grigorenko and an introduction by Ruby Takanishi. It contains the following: (1) Children of Immigrants and the Future of America (Donald J. Hernandez, Nancy A. Denton, and Suzanne E. Macartney); (2) Differences in Social Transfer Support and Poverty for Immigrant Families with Children: Lessons from the LIS (Timothy Smeeding, Coady Wing, and Karen Robson); (3) Disentangling Nativity Status, Race/Ethnicity, and Country of Origin in Predicting the School Readiness of Young Immigrant Children (Jessica Johnson De Feyter and Adam Winsler); (4) Preparing the Way: Early Head Start and the Socio-Emotional Health of Latino Infants and Toddlers (Krista M. Perreira, Linda Beeber, Todd Schwartz, Diane Holditch-Davis, India Ornelas and Lauren Maxwell); (5) Latinos and Early Education: Immigrant Generational Differences and Family Involvement (Eugene E. Garcia, Kent Scribner, and Delis Cuellar); (6) Diversity in Academic Achievement: Children of Immigrants in US Schools (Jennifer E. Glick and Littisha Bates); (7) Latino/a Immigrant Parents' Voices in Mathematics Education (Marta Civil and Nuria Planas); (8) Cultural Incongruence Between Teachers and Families: Implications for Immigrant Students (Selcuk R. Sirin and Patrice Ryce); (9) Special Educational Needs of Children in Immigrant Families (Dylan Conger and Elena L. Grigorenko); (10) Two Generations of Educational Progress in Latin American Immigrant Families in the U.S: A Conceptual Framework for a New Policy Context (Ariel Kalil and Robert Crosnoe); (11) Does It Begin At School Or Home? Institutional Origins Of Overweight Among Young Children In Immigrant Families (Jennifer Van Hook, Elizabeth Baker and Claire Altman); (12) Parenting of Young Immigrant Chinese Children: Challenges Facing their Social Emotional and Intellectual Development (Charissa S. L. Cheah and Jin Li); (13) More than the A-B-C's and 1-2-3's: The importance of family cultural socialization and ethnic identity development for children of immigrants' early school success (Amy Kerivan Marks, Flannery Patton and Cynthia Garcia Coll); (14) Emergent Literacy in Immigrant Children: Home and School Environment Interface (Iliana Reyes and Yuuko Uchikoshi); and (15) Development of Tolerance and Respect for Diversity in Children in the context of Immigration (Oscar Barbarin, Micaela Mercado and Dari Jigjidsuren). "Commenting On What We Know and What We Need to Learn," by Elena L. Grigorenko concludes this book. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Comprehension; School Readiness; Disadvantaged Youth; Kindergarten; Motor Development; Learning Readiness; Well Being; Child Development; Psychomotor Skills; Social Development; Emotional Development; Language Skills; At Risk Students; Mathematics Skills; Thinking Skills; Science Process Skills; Social Studies; Focus Groups; Child Health; Portfolio Assessment; Comparative Analysis; Teacher Attitudes; Preschool Teachers; Administrators; Child Care; Caregivers; Attitude Measures; Daily Living Skills; Teaching Methods; Curriculum; Transitional Programs; Parent Participation; Professional Development

Abstract:
Increased emphasis has been placed on children's ability to enter kindergarten ready to learn, a concept referred to as "school readiness." School readiness has been defined by the Maryland State Department of Education as "the stage of human development that enables a child to engage in, and benefit from, primary learning experiences." Components of school readiness include physical well-being and motor development, social and emotional capabilities, and language and comprehension skills, coupled with general knowledge that allows a child to enter a classroom ready to work. Children who are prepared for school upon kindergarten entry typically have a positive trajectory in their educational career. However, research has shown that children from disadvantaged backgrounds lag behind their more affluent peers on a range of cognitive and social skills, and that these disparities begin well before children enter kindergarten. Maryland has implemented the Maryland Model for School Readiness (MMSR), a state-wide system to support school readiness, including instruction, assessment, professional development opportunities, and transition practices which include communication with families, collaboration and coordination between preschool, prekindergarten and kindergarten teachers. The MMSR includes early learning standards covering seven domains of learning: social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health. The assessment component of the MMSR uses specific indicators of the Work Sampling System[TM], a portfolio-based assessment system that aligns to the Maryland State Curriculum Standards for pre-kindergarten and kindergarten in the seven domains of learning. This research brief aims to provide information that can help shape professional development and quality supports aimed at improving children's school readiness through early care and education. Drawing from qualitative data, this brief begins by comparing and contrasting center directors, family child care providers, and kindergarten teachers' definitions of school readiness. Next, early care and education providers' roles in preparing children for school are explored from the perspectives of each of these respondent groups. Finally, supports and challenges in preparing children for school are presented and implications for policies, programs, and future research are shared. (Contains 3 tables and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Class Size; School Readiness; Disadvantaged Youth; Kindergarten; Family Environment; Leisure Time; Early Intervention; Longitudinal Studies; Young Children; Student Diversity; Program Effectiveness; Student Characteristics; Institutional Characteristics; School Size; School Schedules; Teacher Student Ratio; Teaching Experience; Teacher Certification; Skill Development; Parent Participation; Child Development; Developmental Stages; Correlation; Language Skills; Reading Skills; Mathematics Skills; Social Development; Emotional Development; Socioeconomic Status; Racial Differences; Gender Differences; Discipline; Child Health; Nutrition; Parent Influence; Mental Health; Social Support Groups; Child Care; Parent Attitudes; Parent School Relationship; English (Second Language); Low Income Groups; Whites; Hispanic Americans; Minority Groups; Spanish Speaking; Language of Instruction; Physical Activity Level; Recess Breaks; Cognitive Development; Interpersonal Competence; Body Composition

Abstract:
The Head Start Family and Child Experiences Survey (FACES), sponsored by the U.S. Department of Health and Human Services, Administration for Children and Families (ACF), was first launched in 1997 as a periodic longitudinal study of program performance. This report is the fourth in a series that uses data from the FACES 2006 cohort to describe the population of 3- and 4-year-olds who entered Head Start for the first time in fall 2006, their families, and their classrooms. Guided by the FACES conceptual framework (Figure 1), earlier reports documented the diversity in the Head Start population in terms of demographic and socioeconomic characteristics, the skills that children have when they first enter the program, and the gains in these skills over one or two years of program participation. The current report describes the group of children who first entered Head Start in fall 2006 either as a 3- or 4-year-old, completed one or two years in the program, and attended kindergarten the year after graduating from Head Start. As in the earlier reports, the authors profile the demographic characteristics of this group and describe their home and family life, drawing comparisons where appropriate to the characteristics of the population of children and families when they first entered Head Start or after completing one year in the program. New to this report is a description of the schools and kindergarten classrooms Head Start graduates attend. The authors describe broad characteristics of their schools such as size, student body composition, and school type. They describe children's kindergarten classrooms and teachers, including information on characteristics such as the length of the school day (full- versus half-day kindergarten), class size, child-to-staff ratio, and teachers' experience and degrees. They once again document children's gains in a broad set of skills from program entry to Head Start graduation and to the end of the kindergarten year, and investigate the associations between children's skills when entering and leaving Head Start, their skills at the end of Head Start, and their progress through the spring of their kindergarten year. The findings in the report are intended to answer five research questions: (1) What are the child/family demographics and home environment characteristics of children who complete Head Start and enroll in kindergarten? How involved are their parents in their schools and education?; (2) What are the characteristics of the schools and kindergarten programs children attend after completing Head Start? What are the characteristics of their kindergarten classrooms and teachers?; (3) What developmental gains do children make during Head Start and beyond? How do their skills compare to those of their peers; (4) Are children's school readiness skills at the end of Head Start related to developmental outcomes at the end of kindergarten? Are there cross-domain relationships between children's language, literacy, math, and social-emotional skills?; and (5) What child/family and Head Start characteristics relate to children's development at the end of Head Start and the gains they make from the time they enter Head Start through the spring of kindergarten? Does their growth in school readiness skills vary by their skills when first entering Head Start? The remainder of the report is organized into six sections. First, the authors provide background on the study methodology and sample. Second, they offer information on children's characteristics, family demographics, and home life, including language background, educational environment of the home, family routines, and socioeconomic risk status. They include information on parents' involvement with their children's elementary schools, the level of satisfaction with their children's schools, and parents' beliefs about how well Head Start prepared their children for kindergarten. Third, they describe the schools Head Start children attend for kindergarten, their kindergarten classrooms, and their teachers. They include information on the background of the children in their classrooms as well as educational experiences in the classroom. Fourth, they chronicle children's developmental progress from the time they completed Head Start through the end of kindergarten, considering whether these outcomes vary by gender, race/ethnicity, or risk status. Fifth, they explore the associations between children's school readiness skills as they complete Head Start and their developmental outcomes at the end of kindergarten. Sixth, they investigate associations of child/family and Head Start characteristics with children's development at the end of Head Start and their developmental progress from Head Start entry to the end of kindergarten. They also explore the relationship of children's relative skills at program entry (that is, low, average, or high ability) to their development progress during this time period. (Contains 2 tables, 26 figures and 70 endnotes.) [For related report, "The Data Tables for FACES 2006: Head Start Children Go to Kindergarten. ACF-OPRE Report", see ED517212.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Federal Programs; Early Childhood Education; Preschool Children; Low Income; School Readiness; Early Intervention; Holistic Approach; Educational History; Grade 1; Civil Rights; Social Change; Activism; Politics of Education; Access to Education; Social Environment; Primary Education; Government School Relationship; Role of Education; Culturally Relevant Education

Abstract:
This article examines the history of Head Start, a federally funded program, whose conceptualization emerged in earlier phases of the Civil Rights Movement in order to provide education, nourishing meals, medical services, and a positive social environment for children about to enter the first grade. While Head Start was implemented in states other than Mississippi, a focus on the development of Head Start in Mississippi is particularly significant because it illuminates the ways in which local people placed equitable educational access and opportunity at the center of the broader Civil Rights Movement and broadens one's understanding of how local people used, and in several cases essentially created, federal programs to address deeply contextual issues. Furthermore, by illuminating the significance of Head Start and thus federal programs within the Civil Rights Movement, this article demonstrates how the rise of the New Right in the mid and late 1960s was a reaction to a racialized "Welfare State" and the programs like Head Start associated with it. (Contains 98 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Federal Programs; Early Childhood Education; Preschool Children; Disadvantaged Youth; Low Income; School Readiness; Early Intervention; Holistic Approach; Outcome Measures; Program Evaluation; Program Effectiveness; Educational Policy; Government Role; Alignment (Education)

Abstract:
Congress first called for the Advisory Committee on Head Start Research and Evaluation (the "Committee") in its 1998 reauthorization of the Head Start program, with a requirement that the Secretary of Health and Human Services convene a panel of experts to inform the Department about the design of a newly required national evaluation of the program. The Committee was first chartered in 1999 and produced a report with recommendations for the design of what came to be known as the Head Start Impact Study (HSIS), along with recommendations for considering the findings of this study in the context of other research. The Committee was then re-chartered several times during the design and implementation of the study, in order to provide the Department feedback on the study's progress and findings. The Committee met five times between January 2011 and January 2012 to discuss key aspects of their charge. Each of these meetings took place in the Washington DC area. All meetings were open to the public. In addition, the Committee formed five subcommittees focused on the following topics: 1) The Impact of Head Start and EHS on Children and Families; 2) Quality Teaching and Learning; 3) Parent, Family, and Community Engagement (PFCE); 4) Health and Mental Health; and 5) Cultural and Linguistic Responsiveness. The first chapter of this report presents the Committee's vision for Head Start and its recommendations for steps to achieve that vision. These three recommendations are overarching and cut across all component and topic areas of Head Start. These recommendations are supported by five topical chapters. The first presents the Committee's reflections on the impact of Head Start and EHS, based upon the findings of the HSIS and EHSREP, as well as the broader literature on the effectiveness of Head Start. The remaining four chapters describe the Committee's vision for each of the four content areas addressed in their work, and provide detail on priorities for the implementation of the Committee's recommendations within each of these four content areas. Appended are: (1) Charter for the Advisory Committee on Head Start Research and Evaluation; (2) Full List of Committee Members; (3) Subcommittee Membership; (4) Invited Presenters and Presentation Topics; and (5) Acronym List. Individual chapters contain footnotes and references. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Disabilities; Young Children; Early Intervention; Child Development; Developmental Programs; Systems Approach; Models; Delivery Systems; Developmental Disabilities; Immigrants; Cultural Differences; Cultural Influences

Abstract:
This article aims to analyze early intervention programs in Israel according to the Developmental Systems Model (Guralnick, 2001), in an attempt to identify strengths and areas for further development for service delivery for young children with disabilities in Israel. Early intervention in Israel is part of a comprehensive healthcare model developed when the state was established in 1948 and is under the auspices of four different ministries. Developmental screening and early identification of developmental problems occur at community Well Baby Centers. If further assessment is necessary, the children and their families are referred to Child and Family Developmental Centers, where a multidisciplinary evaluation is performed to ascertain eligibility for service allocation. The range of programs for young children with disabilities includes the family as an essential participant in the development of systematic and comprehensive intervention programs. Early intervention services for children with developmental disabilities in Israel are particularly noteworthy, as its heterogeneous population includes different immigrant and national cultures. It is imperative to understand early childhood service provision within the developmental model, with consideration given to cultural and ecological influences. Analysis of the early intervention model in Israel revealed a need for establishment of a governmental authority responsible for the well-being of young children with disabilities and their families, which will regulate and integrate all the service needs during early childhood. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Young Children; Child Development; Brain; School Readiness; State Programs; Educational Finance; Counties; Smoking; Tax Allocation; Health Programs; Health Promotion; Parent Education; Trusts (Financial); Accountability; Social Networks; Integrated Services; Geographic Location; Advisory Committees

Abstract:
Scientific discoveries repeatedly confirmed the importance of brain growth during the first 5 years of child life. To support early childhood development, California voters passed Proposition 10 in 1998 to collect a 50 cent per pack tax on cigarettes and other tobacco products. Kern County Children and Families Commission (First 5 Kern) was established by Proposition 10 to administer the Children and Families First Trust Fund in Kern County. Serving a county across a region as large as the state of New Jersey, First 5 Kern distributed the state annual funding of over $10 million to support 40 programs in early childcare and education. Following the results-based accountability model, this report summarizes innovative outcomes in four focus areas: Health and Wellness, Parent Education and Support Services, Early Childcare and Education, and Integration of Services. GIS [geographic information systems] mapping has been incorporated to describe the service delivery across the mountain, valley, and desert communities across a land of more than 8,000 square miles. Value-added assessments have been conducted to evaluate improvement of child development and parent education in the first three focus areas. The fourth focus area was examined through social network analyses to enhance the capacity of sustainable system care. The entire report not only provides clear, convincing, and sufficient evidences to justify the return on government funding, but demonstrates innovative approaches in articulating comprehensive evaluation efforts under a well-established CIPP [Context, Input, Process, and Product] model. Three appendices are included: (1) Program Classification Across State and Local Focus Areas; (2) Technical Advisory Committee; and (3) Program Index. (Contains 56 tables, 39 figures, 2 exhibits, and 8 footnotes.) [For "First 5 Kern Annual Report, Fiscal Year 2010-2011," see ED538687.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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