The New Faces of Head Start: Learning from Culturally Diverse Families

Abstract

In all communities, rural and urban, the increase of culturally diverse families served requires that Head Start programs support family childrearing practices and build upon cultural strengths to enhance social, emotional, cognitive, and physical development of the Head Start children. This study augments information, in both theory and practice, about Head Start programs which are based on culturally sensitive, child-centered, curriculum models and authentic parent involvement. The study revisits two family literacy projects that have both a participatory focus and include participants from marginalized groups. In these contexts, research findings reveal family childrearing practices which may be supported and built upon to enhance social, emotional, cognitive, and physical development of children in Head Start programs. Practice based on the findings has shown Head Start programs can build rapport through an informal, non- threatening environment, in which staff help parents to feel welcomed and comfortable so that they share the important sociocultural meanings in their lives. This non-threatening environment which enhances multidirectional participatory learning is seen in family literacy groups working in partnership with Head Start.