Head Start Centers Research Articles

Understanding Young Children’s Learning and Development in the Wake of the Pandemic: Evidence from Acelero Head Start Programs

ABSTRACT Research Findings: The COVID-19 pandemic had significant negative effects on the learning and development of school-aged children in the United States, with disproportionate impacts on children from marginalized groups. There is less evidence on the extent to which the pandemic affected younger children – ages 3 to 5 – from these groups. The current study examined the extent to which children in Acelero Head Start centers (N = 343) made gains in literacy, language, math, and executive functioning 2 years after the start of the pandemic and compared those learning gains to pre-pandemic norms in national Head Start and Acelero comparison samples. Children grew rapidly in all domains, performing and gaining in line with (or faster than) pre-pandemic Acelero Head Start children in language, literacy, and executive functioning. Overall scores were lower and growth was slower in math than pre-pandemic levels. Four-year-old children in the current study generally made larger gains than their younger peers. Boys and children from single parent households made larger gains in language skills compared to girls and children from two-parent households, respectively. Practice or Policy: Results provide evidence on Head Start children’s academic and cognitive skills during the pandemic recovery and highlight the need for continued research to support children’s resilience.

The Longitudinal Relationship Between Diet Quality and Executive Functioning Development of Hispanic Preschoolers in Houston, Texas

BackgroundDiet quality has been found to be related to cognitive health in school-aged children. However, this relationship remains understudied among Hispanic preschool-aged children, who are vulnerable to poor dietary habits and low cognitive development due to socioeconomic, cultural, and structural disparities. ObjectiveThis longitudinal study evaluated whether the diet quality of preschool-aged children would be associated with executive functions (EFs) in later childhood. DesignThis is a secondary analysis of a longitudinal study of Hispanic preschool-aged children (age 4 and 5 years) at baseline (Time 1) and 18 months (Time 2). Participants and settingThis study included 185 mother-child dyads with complete data at Time 1, recruited through Head Start centers in Houston, TX, beginning in 2011. Main outcome measuresMothers reported on their child’s dietary intake via 3 24-hour recalls, which was used to calculate Healthy Eating Index (HEI)-2010 component and total scores. Laboratory tasks assessed cold EFs (tapping and Flexible Item Selection Tasks) and hot EFs (delay of gratification and gift-wrapping tasks). Whereas higher scores on tapping, Flexible Item Selection Task, and delay of gratification tasks represent a high EF, higher scores in gift-wrapping task represent a low EF. Statistical analyses performedHierarchical linear regression analyses assessed the relationship between diet quality, as measured by HEI-2010 total and component scores, at Time 1 (independent variables) and EF outcomes (dependent variables) at Time 2, controlling for child sex, age, body mass index z score, and EF at Time 1. ResultsHEI-2010 component score for fatty acids (b = –.13; P = .04) and seafood and plant proteins (b = .09; P = .05), were respectively related to later cold and hot EFs of Hispanic preschool-aged children. Other HEI components or the overall score did not predict EFs. ConclusionsThis study shows that specific HEI components support cold and hot EFs development among Hispanic preschool-aged children, but total HEI-2010 score does not. Experimental research is needed to assess the influence of dietary interventions on cognitive development of Hispanic preschool-aged children.

Relationship Between Chronic Health Conditions and Occupational Burnout in the Early Care and Education Workforce.

The early care and education (ECE) workforce experiences high rates of poor mental and physical health outcomes, which impact staff well-being and burnout. This study aimed to assess the relationship between chronic health conditions and occupational burnout in ECE Head Start staff working in low-resourced locations. This study administered an 89-item cross-sectional survey to 332 ECE staff employed in 42 Head Start centers in the United States. Staff self-reported on the following 10 chronic health conditions: arthritis, asthma, cancer, depression, diabetes, heart disease, high blood pressure, insomnia, lung disease, and musculoskeletal disorders. We found that multimorbidity of chronic conditions significantly predicted overall burnout ( B = 2.39, P < 0.01), particularly related to emotional exhaustion ( B = 2.04, P < 0.01). Workplace interventions targeting emotional exhaustion related to chronic health conditions are recommended to effectively address occupational burnout among ECE staff.

Social determinants of health and the well-being of the early care and education workforce: the role of psychological capital

PurposeThe early care and education (ECE) workforce plays a pivotal role in shaping early childhood developmental trajectories and simultaneously experiences significant mental health disparities. The purpose of this study is to investigate how social determinants of health and external stressors are associated with the mental health of ECE staff, which represent a low-resourced segment of the workforce; how psychological capital (psycap) can mitigate these associations.Design/methodology/approachThe authors administered an 89-item survey to 332 ECE staff employed in 42 Head Start centers in the USA. The authors ran three hierarchical linear regression models to analyze associations between social determinants of health, external sources of stress, psycap and potential moderation effects and mental health outcomes.FindingsIndividuals experiencing greater finance-related stress reported 0.15 higher scores on the depression scale and 0.20 higher scores on the anxiety scale than those experiencing less finance-related stress (p < 0.05). Individuals experiencing greater work-related stress reported 1.26 more days of poorer mental health in the past month than those experiencing less work-related stress (p < 0.01). After controlling for all sociodemographic variables and sources of stress, psycap was significantly and negatively associated with depressive symptomology (b-weight = −0.02, p < 0.01) and the number of poor mental health days reported in the past month (b-weight = −0.13, p < 0.05). Moderation models suggest that higher levels of psycap may mitigate the association between work-related stress and the number of poor mental health days reported in the past month (b-weight = −0.06, p = 0.02).Originality/valueThe implications of these findings suggest a need for policy change to mitigate social determinants of health and promote pay equity and multi-level interventio ns that target workplace-related stressors and psycap to combat poor mental health of the ECE workforce.

&iexcl;Miranos! An 8-Month Comprehensive Preschool Obesity Prevention Program in Low-Income Latino Children: Effects on Children's Gross Motor Development.

Organized childcare is an ideal setting to promote gross motor development in young children from low-income minority families. A three-group clustered randomized controlled trial was conducted in Head Start centers serving low-income Latino children to evaluate the impact of an 8-month comprehensive obesity-prevention intervention on children's percentile scores for locomotive skills (LS pctl) and ball skills (BS pctl), and general motor quotient (GMQ). Trained Head Start staff delivered the center-based intervention (CBI) to modify center physical activity and nutrition policies, staff practices, and child behaviors, while the home-based intervention (HBI) offered training and support to parents for obesity prevention at home. Participants were 3-year-old children (n = 310; 87% Latino; 58% female) enrolled in Head Start centers in South Texas. Twelve centers were randomized (1:1:1 ratio) to receive CBI, CBI and HBI (CBI + HBI), or control treatment. Posttest data were collected from 79.1% of participants. All gross motor development measures improved significantly for children in CBI compared to the control, while children in CBI + HBI only showed improvement for GMQ (p = 0.09) and LS pctl (p < 0.001) compared to the control. A comprehensive and culturally competent intervention targeting childcare centers and children's homes was effective at improving children's gross motor development and reducing disparities in child development.

Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs

Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics, including literacy log competition, this study examined which factors adequately predicted vocabulary growth as measured by Peabody Picture Vocabulary Test–Fourth Edition standard scores. Results indicated that vocabulary increased significantly for children who were enrolled in participating Head Start Pre-Kindergarten (Pre-K) programs. Important predictors of the magnitude of vocabulary growth during an academic year included sex, language(s) spoken in the home, and completion of home literacy logs. Clinical implications of this study would warrant recommending home literacy logs as a component of holistic Head Start programming, as completion of literacy logs emerged as an important variable in predicting the magnitude of vocabulary growth second only to race and sex.

Impact of ¡Míranos! on parent-reported home-based healthy energy balance-related behaviors in low-income Latino preschool children: a clustered randomized controlled trial

BackgroundWidespread establishment of home-based healthy energy balance-related behaviors (EBRBs), like diet, physical activity, sedentary behavior, screen time, and sleep, among low-income preschool-aged children could curb the childhood obesity epidemic. We examined the effect of an 8-month multicomponent intervention on changes in EBRBs among preschool children enrolled in 12 Head Start centers.MethodsThe Head Start (HS) centers were randomly assigned to one of three treatment arms: center-based intervention group (CBI), center-based plus home-based intervention group (CBI + HBI), or control. Before and following the intervention, parents of 3-year-olds enrolled in participating HS centers completed questionnaires about their child’s at-home EBRBs. Adult-facilitated physical activity (PA) was measured by an index based on questions assessing the child’s level of PA participation at home, with or facilitated by an adult. Fruit, vegetable, and added sugar intake were measured via a short food frequency questionnaire, and sleep time and screen time were measured using 7-day logs. A linear mixed effects model examined the intervention’s effect on post-intervention changes in PA, intake of fruit, vegetable, and added sugar, sleep time, and screen time from baseline to post-intervention.ResultsA total of 325 parents participated in the study (CBI n = 101; CBI + HBI n = 101; and control n = 123). Compared to control children, CBI and CBI + HBI parents reported decreases in children’s intake of added sugar from sugar-sweetened beverages. Both CBI and CBI + HBI parents also reported smaller increases in children’s average weekday screen time relative to controls. In addition, CBI + HBI parents reported CBI + HBI parents reported increases in children’s adult-facilitated PA, fruit and vegetable intake, and daily sleep time during weekdays (excluding weekends) and the total week from baseline to post-intervention, while children in the CBI increased sleep time over the total week compared to the children in the control group.ConclusionsParent engagement strengthened the improvement in parent-reported EBRBs at home in young children participating in an evidence-based obesity prevention program in a childcare setting. Future studies should investigate equity-related contextual factors that influence the impact of obesity prevention in health-disparity populations.Trial registrationClinicalTrials.gov, NCT03590834. Registered July 18, 2018, https://clinicaltrials.gov/ct2/show/NCT03590834

COLLTS: A Promising Interactive Read-Aloud Intervention for Three-Year-Old Dual-Language Learners

AbstractThe goal of this pilot study was to test a bilingual interactive read-aloud intervention designed to develop the oral language proficiency of three-year-old dual language learners (DLLs). The eight-week intervention—Cultivating Oral Language and Literacy Talent in Students (COLLTS)—was aligned with the Head Start Early Learning Outcomes Framework and consisted of evidence-based instructional methods; resources for teachers and students that supported teachers in enacting these methods; professional development related to the methods and resources; and family literacy activities. Control teachers were given the same books as the treatment teachers to read to their students but were not provided with all of the professional development and any of the other COLLTS resources. The study was implemented in 22 classrooms in seven Head Start centers in a large city in the southern United States. Data were collected to assess students’ language outcomes, teacher fidelity, and family participation. Findings indicated gains on a short receptive measure of instructed vocabulary, but no significant differences between treatment and control DLLs on that measure. Findings also indicated significantly greater gains for treatment DLLs compared with control DLLs in semantic knowledge measured by oral narrative retellings coded using language sample analysis; high levels of parent involvement and family satisfaction; and significantly greater gains in student’s vocabulary knowledge for more engaged treatment families.

Report of Indoor Mold Exposure and Rhinitis in Preschool Children Attending Head Start Centers in New York City

Although fungal exposure is known to cause rhinitis symptoms, few studies have focused on rhinitis among preschool children living in lower-income, urban neighborhoods. We hypothesized that mold exposure would be associated with rhinitis symptoms independent of pest exposure and that this risk would be modified by asthma symptoms.

Hispanic caregivers' preferences for content, delivery methods, and sources of nutrition education from their child's preschool: Qualitative research findings.

Background: With the obesity epidemic disproportionately affecting Hispanic children and preschool being a critical period when interventions may be effective to prevent it, nutrition education interventions in the preschool setting have the potential to stem obesity's spread. However, the nutrition education needs of low-income Hispanic populations and methods of delivery of that information require further exploration as culturally tailored approaches have seen limited reach to the target audience. Aim: To explore content, delivery methods, and sources of nutrition education that Hispanic caregivers prefer to receive from their child's preschool. Methods: Qualitative interviews with 25 self-identified Hispanic caregivers (≥18 years of age) of 3- to 5-year-old children at Head Start centers in the Washington, D.C., area. Caregivers were interviewed about preferred nutrition education topics, how nutrition education should be delivered, and by whom. Audio-recorded interviews were transcribed verbatim. Transcripts were analyzed using thematic analysis in NVivo v12. Results: Caregivers wanted to know about healthy foods and appropriate portion sizes to feed their children, fruit and vegetable feeding strategies, and how to incorporate Hispanic foods in healthy meals. Preferred delivery methods included receiving nutrition education and recipes in print and digital formats and in-person nutrition classes. Special Supplemental Nutrition Program for Women, Infants, and Children educators were regarded as trusted nutrition education sources. Conclusion: Tailored nutrition education messages combined with multiple delivery methods could be an effective way to reach Hispanic caregivers of preschoolers to increase their nutrition knowledge.

An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic

The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year. Study children (N = 336 assessed at fall baseline; N = 237-250 assessed in spring depending on outcome; fall baseline sample: mean age = 51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. Children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills. Descriptively, for two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy.

Advancing Preservice Consultation Training Through University-Community Partnership

ABSTRACT This paper describes consultation training experiences offered through a decades-long partnership between a university school psychology graduate program and a local Head Start center. The collaboration provides a field placement setting where beginning students engage in activities tied to first-year coursework, and an advanced practicum site for doctoral students who oversee first-year students’ classroom-based activities and in turn are jointly supervised by program faculty and the center’s Special Services Manager. Through these experiences, graduate students develop competencies in client-centered, consultee-centered, and systems-level consultation, with opportunities to engage in an array of activities aligned with key updates to the 2020 NASP Professional Standards particularly in Domains Six (Services to Support Safe and Supportive Schools), Seven (Family, School, and Community Collaboration), and Eight (Equitable Practices for Diverse Student Populations). By focusing on the school environment, community collaboration, social justice, and equitable practices, these updated domains highlight the role of ecological and systemic factors in school psychology practice and training. Trainees support the center’s efforts to function as a trauma-informed organization whose members recognize and respond to trauma in a manner that promotes safety, collaboration, empowerment, and other trauma-informed practice principles. They do this by consulting with parents and teachers, contributing to staff professional development on such topics as adverse childhood experiences and caregiver stress management, and facilitating meetings with parents and teachers around issues such as trauma-informed discipline. We discuss how these activities align with the 2020 NASP domains, with particular attention to ecological and systemic perspectives.

¡Míranos! a comprehensive preschool obesity prevention programme in low-income Latino children: 1-year results of a clustered randomised controlled trial.

To test a culturally tailored obesity prevention intervention in low-income, minority preschool age children. A three-group clustered randomised controlled trial. Twelve Head Start centres were randomly assigned to a centre-based intervention, a combined centre- and home-based intervention, or control using a 1:1:1 ratio. The centre-based intervention modified centre physical activity and nutrition policies, staff practices, and child behaviours, while the home-based intervention supported parents for obesity prevention at home. The primary end point was change in children's BMI (kg/m2) at post-test immediately following completion of the 8-month intervention. Secondary end points included standardised scores for BMI (BMIz) and body weight (WAZ), and BMI percentiles (BMI pctl). Three-year-old children enrolled in Head Start in San Antonio, Texas, with written parent consent (n 325), 87 % Latino, 57 % female with mean age (sd) of 3·58 years (0·29). Change in BMI at post-test was 1·28 (0·97), 1·28 (0·87) and 1·41 (0·71) in the centre + home-based intervention, centre-based intervention and control, respectively. There was no significant difference in BMI change between centre + home-based intervention and control or centre-based intervention and control at post-test. BMIz (adjusted difference -0·12 (95 % CI, -0·24, 0·01), P = 0·06) and WAZ (adjusted difference, -0·09 (-0·17, -0·002), P = 0·04) were reduced for children in centre + home-based intervention compared with control group. There was no reduction in BMI at post-test in children who received the intervention. Findings shed light on methodological challenges in childhood obesity research and offer future directions to explore health equity-oriented obesity prevention.

Relation between Demographics and Physical Activity among Preschoolers Attending Head Start.

Limited empirical evidence is available about preschoolers' sedentary behavior (SB) and physical activity (PA) patterns in Head Start programs, we explored (a) preschoolers' SB and PA patterns (ranging from SB to light-moderate-vigorous physical activity [LMVPA]) and (b) their relationships with sociodemographic factors, weight status, and motor development. Participants included 216 preschoolers (M age = 4.32 ± 0.63; girls 56.5%) from six Head Start centers in an urban area in the southwestern region of the United States, assessing Actical® activity monitor-based PA, weight status, and motor development. The findings revealed preschoolers who were female, Hispanic/Latinx, with an at risk weight level, and/or in the below average motor development group tended to engage in less MVPA/LMVPA and also had higher SB patterns while participating in the Head Start program (p < 0.05-0.001, d ranged from 0.23 to 0.62). Head Start stakeholders (e.g., policymakers, leaders, curriculum coordinators, health professionals, and teachers) need to acknowledge the PA and health disparities, and intervene in underserved preschoolers' health-promoting behaviors.

THE LEARN EARLY PROJECT: LEARNING EDUCATORS ANAPHYLAXIS RESPONSE NEEDS

<h3>Introduction</h3> With the Incidence of food allergies on the rise, and more studies demonstrating the disproportionate impact on Black and Hispanic children, it is crucial that allergists investigate and begin to address these disparities. A significant gap in this area is the role that daycares and preschools may play in helping to prevent anaphylaxis and death. <h3>Method</h3> The LEARN Early Project partnered with 17 Head-Start centers to investigate barriers they face in managing food allergies. Individual needs assessments were performed as well as food allergy knowledge tests. The results of these were then discussed in focus groups to identify potential areas for improvement as well as solutions. <h3>Results</h3> Significant variability exists in the structure of each Head Start center which presents implementation dilemmas. Additionally, there is no standardization of epinephrine training or food allergy training. In general, educators tended to over-estimate their food allergy knowledge as well as their capability of managing food allergy emergencies in comparison to that of center directors. Finally, despite some legislation appearing to support policies surrounding food allergy, such as stock epinephrine, early childcare centers are sometimes considered exceptions to these policies. <h3>Conclusion</h3> Identifying barriers that early learning centers face in providing for children with food allergies is critical in ensuring equitable, and safe care. These barriers are likely distinct for each center, but general themes were identified. It is likely that these needs will continue to evolve, and it is important to continue to reassess these needs to ensure we are implementing appropriate solutions.

65.1 A Multigenerational Model of Mental Health Promotion, Prevention, and Intervention in a Head Start Center

The Family Well-Being Program (FWP) is a novel multitiered treatment program for early childhood and family mental health prioritizing culturally responsive, family-based approaches. FWP was developed using a Community-Based Participatory Research (CBPR) framework within a Head Start early childhood education center (ECEC) serving primarily Black families in a large urban community. The presentation describes FWP and details processes by which CBPR facilitated community-driven program development.

Physical Activity Opportunities in US Early Child Care Programs.

Physical activity provides health and developmental benefits to young children. The Study of Nutrition and Activity in Child Care Settings describes physical activity opportunities and sedentary occasions for children aged 1 to 5 years at programs participating in the US Department of Agriculture Child and Adult Care Food Program. The Study of Nutrition and Activity in Child Care Settings obtained a nationally representative sample of classrooms within Child and Adult Care Food Program-participating Head Start and child care centers via multistage cluster sampling. For 1 observation day, an observer in each classroom tallied designated outdoor and indoor playspaces; minutes children spent in playspaces; barriers and facilitators to physical activity; and classroom time when most children were physically active (eg, walking, dancing), sedentary (seated, lying down), or neither. Weighted descriptive tabulations by program type compared outdoor physical activity opportunity counts and total physical activity opportunity durations to national guidelines. Multivariate regression analysis investigated association of barriers with physical activity opportunity duration. The sample included 227 classrooms, 96 in child care centers and 131 in Head Start programs. All had sedentary occasions outside meals, snacks, and naps; virtually all offered opportunities for physical activity. Seventy-four percent of programs met national guidance on sufficient number of outdoor opportunities, weather permitting. Just 50% met guidance of ≥60 to 90 minutes of physical activity, whereas only 43% met both sets of guidance. Weather and staff not joining in outdoor play were associated with 74 and 31 fewer minutes devoted to physical activity, respectively. Findings suggest ample room for improvement in provision of physical activity opportunities during child care.

“There’s no off-switch for us:” Head Start family engagement amidst COVID-19

Head Start center closures as a result of the COVID-19 pandemic required providers to innovate to continue engaging families and building relationships. Family Engagement has long been a pillar of Head Start’s holistic approach to working with children and families in poverty. The present study provides a unique qualitative, longitudinal perspective of 20 Illinois-based Head Start/Early Head Start center directors regarding their engagement and communication strategies with families prior to, during, and after state-mandated center closures. Findings indicate that staff developed novel approaches to working with families within the context of COVID-19, some of which may have an important place in a post-pandemic world.

Maternal depressive symptoms and child behavior problems: Attachment security as a protective factor.

Maternal depressive symptoms (MDS) have been linked to both child internalizing and externalizing behavior problems. Theory suggests that child attachment security may be a protective factor against the negative effects of MDS. This study examined child attachment security as a buffer of the link between MDS and child internalizing and externalizing behavior problems at two time points in a predominantly African American sample. Participants included mothers (N = 164; Mage = 29.68 years; 76% African American) and their preschool-aged children (60% girls; Mage = 44.67 months) recruited from four Head Start centers in low-income neighborhoods in Baltimore, Maryland. MDS were concurrently associated with child internalizing and externalizing behavior problems at both time points. No significant main effects of child attachment security on behavior problems emerged; however, child attachment moderated the association between MDS and child internalizing behavior problems at Time 2, such that MDS predicted greater child internalizing problems when attachment security was low, and the effect was attenuated when attachment security was high. No interaction emerged for child externalizing problems. Findings suggest that secure attachment in early childhood can serve as a protective factor in the context of parental risk. We discuss implications for intervention and the intergenerational transmission of psychopathology.

Impacts of COVID-19 on the early care and education sector in California: Variations across program types

The COVID-19 crisis has overwhelmed and weakened the United States early care and education (ECE) sector, jeopardizing a system that was already precariously situated atop a weak foundation. While multiple national- and state-level studies have highlighted the overwhelming impacts of the pandemic on the ECE sector, little has been reported about how much variation in impacts exists, and in what forms, within the ECE sector. Based on a statewide survey of 953 licensed care providers in California conducted in June 2020, this paper examines the impact of COVID-19 experienced by ECE providers, focusing on the variations between centers and family child care homes (FCCs) and among center-based programs. Results indicate that the challenges programs face differ greatly depending on program type and funding source. Compared to center-based programs, FCCs fared worse in most measures of economic hardship that directly impact individual providers with medium to large effect sizes. Centers were more likely than FCCs to struggle with reduced attendance and changes in program operations by medium to large effect sizes and report staffing challenges by small to medium effect sizes. Among the center-based programs, subsidized programs holding contracts with Head Start or the California Department of Education (such as state preschool programs) were more stable and better able to financially support their staff during the pandemic, with effect sizes ranging from medium to large. Centers receiving government subsidies in the form of vouchers were more likely to be negatively impacted by the pandemic compared to unsubsidized centers and Head Start and state-contracted centers. Implications for future research and policy are discussed in the context of addressing the complex delivery system of ECE services and supporting outcomes that are effective and equitable for children, families, and the ECE workforce.