The art of Head Start: Intensive arts integration associated with advantage in school readiness for economically disadvantaged children

Abstract

The present study examined the impact of intensive arts integration on school readiness for economically disadvantaged children attending Head Start preschool. Participants were 265 children, ages 3–5 years. Of these, 197 attended a fully arts-integrated Head Start, where children received daily music, dance, and visual arts classes in addition to homeroom, and 68 attended a matched comparison program that did not include arts classes. The Bracken Basic Concepts Scale, Third Edition- Receptive (BBCS-3:R) was used to measure children’s school readiness at the start and end of a year of preschool attendance. According to a repeated-measures multivariate analysis of covariance (MANCOVA), children at the arts-integrated Head Start showed greater gains in school readiness compared to their peers at the comparison program. Univariate tests revealed that attendance at the arts-integrated preschool was associated with greater gains on a general school readiness composite as well as in specific concept areas of texture/material and self/social awareness. Findings suggest that the arts can add value to Head Start preschool. Implications concern the arts as a vehicle for equalizing educational opportunities for young, economically disadvantaged children.