Head Start Classrooms Research Articles

Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

ABSTRACTResearch Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy.

Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms

The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs. Using path analysis we investigated the association between teachers' dispositional mindfulness and the quality of their relationships with children (conflict and closeness). We further examined whether this association was mediated by teacher depressive symptoms and moderated by perceived workplace stress. Higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (less conflict and greater closeness). The association between greater dispositional mindfulness and less conflict was partially mediated by lower depressive symptoms, and the conditional direct effect of mindfulness on conflict was stronger when perceived workplace stress was lower. These findings suggest that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms. Interventions to increase levels of dispositional mindfulness among early childhood educators may improve their well-being along with the quality of their relationships with children, potentially impacting children's educational outcomes. The potential impacts of such interventions may be even stronger if structural and systemic changes are also made to reduce workplace stress.

Measuring Plate Waste with Family-Style Meals in Head Start: A Pilot Study

Develop and pilot-test a standardized protocol for plate waste of family-style meals in Head Start A standardized protocol was developed after five observations. Four researchers pilot-tested the protocol by collecting plate waste and observational data in two Head Start classrooms in eastern NC during four seperate lunches. Approximately 18 low-income 3-5-year-old children were in each classroom. Plate waste was collected for 8 observations on 4 different days. Milk, entrée, vegetable, and fruit were measured. Before lunch, food was measured in large serving bowls. Post mealtime measurements merged all waste for each food group into its original bowl. Descriptive statistics were used to analyze waste percentage. Researchers identified challenges for collecting plate waste with family-style meals using observational notes. Overall percent wasted was approximately 26%. Fruit was the most wasted (29.31%), followed by vegetables (27.39%) and milk (27.13%). Entrees had the lowest waste (19.54%). The most wasted individual item was salad (60.69%); the least Beefaroni (7%). Challenges to measuring family-style plate waste included measuring spilled fluids, separating foods combined during the meal, measuring inedible portions, and measurement of waste for individual children. Standardized methods for measuring plate-waste are needed to accurately assess dietary intake in settings that use family-style dining. Further refinement of the researcher-developed plate waste protocol is needed based on challenges observed during pilot-testing. More research is needed to develop standards for a wider variety of meals, and to determine feasible methods for measuring plate waste for individual children.

Improving Self-Regulation for Obesity Prevention in Head Start: A Randomized Controlled Trial.

To determine the effect of an intervention to improve emotional and behavioral self-regulation in combination with an obesity-prevention program on the prevalence of obesity and obesity-related behaviors in preschoolers. This was a cluster-randomized intervention trial in Head Start (HS) classrooms conducted in each of 4 academic years from 2011 to 2015. Participants (697 children; 49% boys; mean age: 4.1 ± 0.5 years; 48% white, 30% African American, 12% Hispanic) were randomly assigned by classroom to 1 of 3 intervention arms: (1) HS + Preschool Obesity Prevention Series (POPS) + Incredible Years Series (IYS) (HS enhanced by the POPS [program targeting evidence-based obesity-prevention behaviors] and the IYS [program to improve children's self-regulation]), (2) HS+POPS, or (3) HS. Primary outcomes were changes in prevalence of obesity, overweight/obesity, BMI z score, and teacher-reported child emotional and behavioral self-regulation; secondary outcomes were dietary intake, outdoor play, screen time, and parent nutrition knowledge and nutrition self-efficacy. HS+POPS+IYS improved teacher-reported self-regulation compared with HS+POPS (P < .001) and HS (P < .001), but there was no effect on the prevalence of obesity (16.4% preintervention to 14.3% postintervention in HS+POPS+IYS versus 17.3% to 14.4% in HS+POPS [P = .54] versus 12.2% to 13.0% in HS [P = .33]). There was no effect of HS+POPS compared with HS alone (P = .16). There was no effect on other outcomes except for sugar-sweetened beverage intake (HS+POPS+IYS resulted in a greater decline than HS; P = .005). An intervention for parents and children to improve HS preschoolers' emotional and behavioral self-regulation in combination with an obesity-prevention curriculum did not reduce obesity prevalence or most obesity-related behaviors.

Using I am Moving, I am Learning to Increase Quality Instruction in Head Start Classrooms

Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS®.

Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents

This study evaluated whether the combination of two proven interventions, one in Head Start classrooms (The Early Education Model, TEEM) and one in the home (Play and Learning Strategies, PALS) resulted in enhanced effects on at-risk 3- to 5-year-old children’s school readiness skills when compared to either of these interventions alone. Teachers and parents were trained to use a responsive style and strategies that supported children’s school readiness skills with the goal of providing children consistency in responsive practices across the school and home environments. The study was conducted in 77 classrooms with teachers randomized to either the TEEM (n=39) or No TEEM (i.e., control or business as usual, n=38) conditions. Six to eight children in each classroom were randomly assigned to either have their parents receive PALS (n=314; 210 after attrition) or to a No PALS condition (n=309; 221 after attrition) resulting in four conditions: TEEM/PALS, TEEM/No PALS, No TEEM/PALS, and No TEEM/No PALS. Results showed greater gains in the TEEM teachers’ language and literacy instructional practices and sensitivity compared to control teachers, but there were few significant findings for child cognitive outcomes. Parents receiving PALS, as compared to those without PALS, showed greater increases across play and book reading contexts in numerous responsive behaviors linked to the attachment and socio-cultural theories. Children whose parents received PALS versus those whose parents did not showed greater gains in direct measures of print knowledge and self-regulation and in social and language skills observed during interactions with their parent. Interactive effects of TEEM plus PALS were seen for increased engagement in shared book reading but not for other cognitive or social outcomes.

Evaluating the Validity of Classroom Observations in the Head Start Designation Renewal System

Classroom observations are increasingly common in education policies as a means to assess the quality of teachers and/or education programs for purposes of making high-stakes decisions. This article considers one policy, the Head Start Designation Renewal System (DRS), which involves classroom observations to assess the quality of Head Start programs in order to decide whether their funding is renewed. This article applies an argument-based approach for evaluating the validity of observational assessments that (a) explicates assumptions that underlie the presumed logic, leading from the collection of scores from observations of Head Start classrooms, to the inference that scores assess the quality of Head Start programs, to the decision to renew funding to Head Start programs, and (b) summarizes evidence that speaks to the plausibility of each assumption. There was limited evidence to support the plausibility of many assumptions, including those pertaining to score generalizability, predictive validity, and the cutoff scores set as minimum standards of quality. Implications for improving the validity of classroom observations and the accuracy and fairness of decisions in the Head Start DRS are discussed.

Preschool Teachers’ Facilitation of Gender-Typed and Gender- Neutral Activities during Free Play

Understanding how preschool teachers facilitate children’s engagement in gender-typed and gender-neutral activities is important given that engagement in gender-typed activities is differentially linked to the development of skills connected to later academic achievement. Thus, facilitation of children’s engagement in gender-typed activities may contribute to emergence of gender differences in later educational outcomes. The current study used a teacher-focal observational coding system to investigate research questions about the frequency with which teachers facilitated feminine, masculine, and gender-neutral activities with same- and mixed-gender groups during free-play. Participants were 37 female teachers of Head Start classrooms in the U.S. Southwest (M years teaching preschool = 10.57, SD = 6.85, range = 2–27; 75.6 % completed at least a bachelor’s degree). Results revealed that feminine activities were facilitated less often than were masculine and gender- neutral activities during free play. Results also revealed variability in teachers’ facilitation of feminine, masculine, and gender-neutral activities, depending on the gender composition of the students with whom teachers were interacting (i.e., boys-only, girls-only, and mixed-gender). Implications for educational, developmental, and gender research are discussed.

The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start

The purpose of this study was to evaluate the overall effectiveness of a three-tier model of positive behavior interventions and supports (PBIS), which was developed and tested in Head Start (HS) programs. Ten HS classrooms from five HS programs participated in the current study. Results indicated that PBIS was effective in improving classroom quality as evidenced by a statistically significant change on the classroom organization domain on the Classroom Assessment Scoring System and the overall score on the Early Childhood Environmental Rating Scale–Revised. We also found that children’s social skills on the Social Skills Rating System significantly increased from the pre- to post-assessment whereas problem behaviors on the Child Behavior Checklist decreased. The data described here are encouraging and add to the expanding database supporting the value of the three-tier model of PBIS.

A Cluster-Randomized, Community-Based, Tribally Delivered Oral Health Promotion Trial in Navajo Head Start Children

The authors tested the effectiveness of a community-based, tribally delivered oral health promotion (OHP) intervention (INT) at reducing caries increment in Navajo children attending Head Start. In a 3-y cluster-randomized trial, we developed an OHP INT with Navajo input that was delivered by trained Navajo lay health workers to children attending 52 Navajo Head Start classrooms (26 INT, 26 usual care [UC]). The INT was designed as a highly personalized set of oral health–focused interactions (5 for children and 4 for parents), along with 4 fluoride varnish applications delivered in Head Start during academic years of 2011 to 2012 and 2012 to 2013. The authors evaluated INT impact on decayed, missing, and filled tooth surfaces (dmfs) increment compared with UC. Other outcomes included caries prevalence and caregiver oral health–related knowledge and behaviors. Modified intention-to-treat and per-protocol analyses were conducted. The authors enrolled 1,016 caregiver-child dyads. Baseline mean dmfs/caries prevalence equaled 19.9/86.5% for the INT group and 22.8/90.1% for the UC group, respectively. INT adherence was 53% (i.e., ≥3 child OHP events, ≥1 caregiver OHP events, and ≥3 fluoride varnish). After 3 y, dmfs increased in both groups (+12.9 INT vs. +10.8 UC; P = 0.216), as did caries prevalence (86.5% to 96.6% INT vs. 90.1% to 98.2% UC; P = 0.808) in a modified intention-to-treat analysis of 897 caregiver-child dyads receiving 1 y of INT. Caregiver oral health knowledge scores improved in both groups (75.1% to 81.2% INT vs. 73.6% to 79.5% UC; P = 0.369). Caregiver oral health behavior scores improved more rapidly in the INT group versus the UC group (P = 0.006). The dmfs increment was smaller among adherent INT children (+8.9) than among UC children (+10.8; P = 0.028) in a per-protocol analysis. In conclusion, the severity of dental disease in Navajo Head Start children is extreme and difficult to improve. The authors argue that successful approaches to prevention may require even more highly personalized approaches shaped by cultural perspectives and attentive to the social determinants of oral health (ClinicalTrials.gov NCT01116739).

Behavior Interventions in the Restroom: Flushing Away Noise

ABSTRACTThis study investigated the effectiveness of Flushing Away Noise, an interdependent group contingency using an iPod equipped with a decibel meter application, for reducing noise in restrooms. Two Head Start classrooms in the Southeastern United States, referred for demonstrating high levels of student noise in the restroom, were included in the study. The authors used a multiple-baseline design across 4 groups to determine existence of a functional relation between implementation of the intervention and a decrease in noise level. After introducing the intervention, the authors observed substantial decreases in noise level in all groups. In addition, teachers indicated that they found the intervention socially acceptable. The results support the utility of Flushing Away Noise for promoting behavioral expectations in a bathroom setting.

Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start.

Research has shown that early interventions are most successful when they have a comprehensive focus that is individualized to children’s needs. The present study employed a person-centered approach to identify profiles, or subgroups, of children displaying early patterns of peer play behaviors in an ethnically and linguistically diverse Head Start program, and examined the academic trajectories of these children during one school year. Four profile groups were identified, and analyses revealed that these profiles were invariant across ethnicity and dual language learner status. Most children were represented in a group who engaged in behaviors that facilitated peer interactions. These children had the highest academic skills across the preschool year. Interestingly, children in a profile characterized by a combination of play interaction skills and play disruption had the second highest academic skills throughout the year compared with children in a profile characterized by below-average play interaction skills but low disruptive behavior during play. A small number of children were represented in a profile characterized by low interactive, disconnected, and high disruptive behavior with peers and had the lowest academic skills throughout the year. The mean differences in academic skills across profiles of peer play behaviors remained the same across the year. These findings have implications for future research and educational practice surrounding the role of peer play in the Head Start classroom. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Influence of Teachers' Personal Health Behaviors on Operationalizing Obesity Prevention Policy in Head Start Preschools: A Project of the Children's Healthy Living Program (CHL)

ObjectiveTo quantify the Head Start (HS) teacher mediating and moderating influence on the effect of a wellness policy intervention. DesignIntervention trial within a larger randomized community trial. SettingHS preschools in Hawaii. ParticipantsTwenty-three HS classrooms located within 2 previously randomized communities. InterventionSeven-month multi-component intervention with policy changes to food served and service style, initiatives for employee wellness, classroom activities for preschoolers promoting physical activity (PA) and healthy eating, and training and technical assistance. Main Outcome MeasuresThe Environment and Policy Assessment and Observation (EPAO) classroom scores and teacher questionnaires assessing on knowledge, beliefs, priorities, and misconceptions around child nutrition and changes in personal health behaviors and status were the main outcome measures. AnalysisPaired t tests and linear regression analysis tested the intervention effects on the classroom and mediating and moderating effects of the teacher variables on the classroom environment. ResultsGeneral linear model test showed greater intervention effect on the EPAO score where teachers reported higher than average improvements in their own health status and behaviors (estimate [SE] = −2.47 (0.78), P < .05). Conclusions and ImplicationsStrategies to improve teacher health status and behaviors included in a multi-component policy intervention aimed at child obesity prevention may produce a greater effect on classroom environments.

Relative Effects of a Comprehensive Versus Reduced Training for Head Start Teachers Who Serve Spanish-Speaking English Learners

ABSTRACTWith increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the effectiveness of two teacher-training models in bilingual Migrant and Seasonal Head Start and Head Start classrooms. Both conditions included the use of a technology-based student progress-monitoring tool. The progress monitoring provided detailed feedback on students’ progress 15 across the academic year and helped organize instructional groupings. The comprehensive treatment condition included biweekly professional development sessions, in-class mentoring, and provision of classroom materials, whereas the treatment-control condition included only the provision of a limited set of classroom materials. Across multiple sites in Texas, 49 pretest and posttest teacher observations and bilingual child assessments were collected on a subsample of students (n = 387). Research Findings: Improvements in teaching behaviors were observed in both experimental conditions; no significant differences were observed between teachers across conditions. Three measures of child language and literacy growth differed significantly, favoring the comprehensive treatment model, but most outcomes did not differ significantly between groups. Practice or Policy: Implications of these mixed findings and future research directions are discussed.

Validity of anthropometric measurements, BMI and child growth assessments conducted by Head Start teachers: training needs for longitudinal child growth surveillance

BackgroundHigh prevalence of childhood obesity and associated diseases have been observed in the US Affiliated Pacific but no system for monitoring young child obesity in the region is available. Head Start (HS) preschools located throughout the region complete bi‐annual growth assessments to assess childhood obesity and can potentially contribute to a growth monitoring system.ObjectiveTo assess the relative validity of HS anthropometric measurements and growth assessments for potential use in a surveillance system.MethodsThis was a validation study of HS child anthropometric measurements taken by HS teachers against standardized researcher measurements for height and weight. Data from 19 HS classrooms (135 children) that were previously enrolled in a larger randomized control trial were included in this study. Differences in height, weight, BMI and CDC BMI categories between HS teachers and a standardized researcher were analyzed using paired t‐tests, controlling for child age at time of measurement to quantify differences in HS and researcher measured heights and weights. weighted Kappa statistics determined agreement between the methods on BMI weight categories adjusting for age at measurement with post‐hoc paired t‐tests to analyze differences in BMI categories by measurement method.ResultsHS teacher growth assessments did not significantly differ from those of a standardized researcher and weighted Kappa statistics for agreement based on CDC BMI categories showed reasonable agreement between the two methods (weighted kappa=0.72).ConclusionsAt the programmatic level, this level of agreement suggests that HS measurements are adequate for determining prevalence of BMI categories. However, they may not provide sufficient precision to assess changes over time in individuals and research studies (ie: measuring intervention or program effect). Anthropometric data from HS centers may contribute to a system for childhood overweight and obesity surveillance in the US Affiliated Pacific, however, further training on conducting measurements would be necessary to track individual changes over time.Support or Funding InformationThis project is supported by the Agriculture and Food Research Initiative Grant no. 2011‐68001‐30335 from the USDA National Institute of Food and Agricultural Science Enhancement Coordinated Agricultural Program

E-Books in the Early Literacy Environment: Is There Added Value for Vocabulary Development?

ABSTRACTUsing a theory of affordances, this study examines the introduction of e-books into the early literacy environment as resources that can increase children’s opportunity for learning vocabulary. Added value was observed under conditions of (1) book browsing, (2) instruction, and (3) a print-only condition. A total of 33 4-year-olds (18 boys, 15 girls) from nine Head Start classrooms assigned to one of the three conditions participated over an 8-week period. Mean differences in target words learned in total and by mode in each condition were statistically significant in favor of the e-book-enriched environments. Differences in word learning between e-book environment conditions were clinically significant. Mean differences in words learned by total and by mode for children with varying levels of vocabulary knowledge (low, average, high) showed that those in e-book–enriched classrooms learned about 25% of the target words with children with low vocabulary showing comparable gains. Results suggest added value of e-books in the early literacy environment: (1) affording children more exposure to target words to their advantage, (2) creating a choice of reading material in the early literacy environment, and (3) providing built-in scaffolds (e.g., hotspots) that may carry some of the teaching load of vocabulary instruction.

Gillian Dowley McNamee. The High-Performing Preschool: Story Acting in Head Start Classrooms. Chicago: University of Chicago Press, 2015. 161 pp. $22.50 (paper).

Gillian Dowley McNamee. <i>The High-Performing Preschool: Story Acting in Head Start Classrooms</i>. Chicago: University of Chicago Press, 2015. 161 pp. $22.50 (paper).

Impact of Head Start's Entry Age and Enrollment Duration on Children's Health.

This secondary data analysis examined the association of Head Start children's entry age and enrollment duration on children's dental, vision, and hearing health based on data from 60 local Head Start classrooms. Children were divided into three groups: One group of children entered Head Start at age three and maintained enrollment for one year (Group 1). The second group of children entered Head Start at age four and stayed one year (Group 2). The third group of children entered at age three and stayed in Head Start for two years (Group 3). Compared with Group 3, Group 1 had fewer dental problems and Group 2 had less identified hearing problems. Children's gender, ethnicity, and program characteristics and family risk factors were associated with health problems.

Head Start Wellness Policy Intervention in Hawaii: A Project of the Children's Healthy Living Program

The increased prevalence of childhood overweight and obesity across the United States and the Pacific has become a serious public health concern, with especially high prevalence among Native Hawaiian and Pacific Islander (NHPI) children. This study aimed to measure the effect of a Head Start (HS) policy intervention for childhood obesity prevention. Twenty-three HS classrooms located in Hawaii participated in the trial of a 7-month policy intervention with HS teachers. Classroom- and child-level outcome assessments were conducted, including: the Environment and Policy Assessment and Observations (EPAO) of the classroom environment; plate waste observations to assess child intake of fruit and vegetables; and child growth. The intervention showed a positive and significant effect on classroom EPAO physical activity (PA) and EPAO total scores. Although mean BMI z-score (zBMI) increased at postintervention for both intervention (mean = 0.60; standard deviation [SD], 1.16; n = 114) and delayed-intervention groups (mean = 0.35; SD, 1.17; n = 132), change in zBMI was not significantly different between the groups (p = 0.50; p = 0.48). These findings contribute evidence on the potential for HS wellness policy to improve the PA environment of HS classrooms. More research is needed to link these policy changes to other child outcomes.

Preschool children’s participation in representational and non-representational activities

The present study examined representational and non-representational activities in which children in a Head Start classroom participated. This was an investigation from the perspective of cultural-historical activity theory of how components (e.g. artifacts and division of labour) of classroom activities vary across and within types of activities. Participants included a class of 21 ethnically diverse 4- and 5-year-olds and two teachers. Data collection involved naturalistic observations of classroom members participating in indoor play, outdoor play, and notational activities (e.g. reading and drawing) over 8 days. Who was involved, artifact use, and artifact-related actions varied by activity. Furthermore, who was involved, actions, and division of labour were strongly linked in second-by-second analyses. The present study contributes research which situates children’s development within daily activities.