Head Start Classrooms Research Articles

Family Chaos and Child Functioning in Relation to Sleep Problems Among Children at Risk for Obesity

This study evaluated the influence of child and family functioning on child sleep behaviors in low-income minority families who are at risk for obesity. A cross-sectional study was utilized to measure child and family functioning from 2013 to 2014. Participants were recruited from Head Start classrooms while data were collected during home visits. A convenience sample of 72 low-income Hispanic (65%) and African American (32%) families of preschool-aged children were recruited for this study. We assessed the association of child and family functioning with child sleep behaviors using a multivariate multiple linear regression model. Bootstrap mediation analyses examined the effects of family chaos between child functioning and child sleep problems. Poorer child emotional and behavioral functioning related to total sleep behavior problems. Chaos associated with bedtime resistance significantly mediated the relationship between Behavioral and Emotional Screening System (BESS) and Bedtime Resistance. Families at high risk for obesity showed children with poorer emotional and behavioral functioning were at higher risk for problematic sleep behaviors, although we found no link between obesity and child sleep. Family chaos appears to play a significant role in understanding part of these relationships. Future longitudinal studies are necessary to establish causal relationships between child and family functioning and sleep problems to further guide obesity interventions aimed at improving child sleep routines and increasing sleep duration.

Using bifactor models to measure teacher–child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale

Bifactor models have great promise to support the measurement of adult–child interaction in early childhood settings but are not frequently used in the field. This study explored whether a bifactor model fit teacher–child interaction data gathered from the Caregiver Interaction Scale (CIS; Arnett, 1989) in four cohorts of the recent Head Start Family and Child Experiences Survey (FACES) study (1997–2006). Analyses also examined concurrent validity of this approach using several teacher- and child-level variables. In total, 1422 Head Start classrooms were observed with the CIS. Factor analyses found that a bifactor model, featuring one factor for overall positive teacher–child interaction as well as two methodological factors accounting for whether items targeted appropriate or (reverse-coded) inappropriate behaviors, fit the data well, consistent with other recent work. Further, evidence of concurrent validity for this bifactor model of teacher-child interaction emerged with lead teachers’ background factors (experience and CDA credential) and their global classroom quality, as well as children’s prosocial skills. Overall, results illustrate both the utility and logistics of the bifactor model approach to measuring interaction quality in early childhood settings.

Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention.

The first purpose of this study was to explore the use of a whole class, test-teach-test, dynamic assessment of narratives for identifying participants. The second purpose was to examine the efficacy of a Tier 2 narrative language intervention for culturally and linguistically diverse preschoolers. A dynamic assessment was conducted with students from 3 Head Start classrooms. On the basis of the results of the dynamic assessment, 22 children were randomly assigned to treatment (n = 12) and control (n = 10) groups for intervention. Participants received a small-group (4:1), differentiated, narrative intervention for 15-20 min, twice a week, for 9 weeks. Interventionists used weekly progress monitoring data to explicitly focus on individualized narrative and linguistic targets. The treatment group showed significant improvement over the control group on proximal and distal measures of narrative retells, with large effect sizes. Group differences on a measure of children's language in the context of personal stories were not statistically significant. This early-stage study provides evidence that narrative language intervention is an effective approach to improving the language skills of preschoolers with diverse language needs. Furthermore, the evidence supports the use of dynamic assessment for reducing overidentification and identifying candidates for small-group language intervention.

Associations among Head Start fathers’ involvement with their preschoolers and child language skills

ABSTRACTThis study examined the associations among child language competence during father–child play interactions, fathers’ time spent volunteering in their preschool-age child's Head Start classroom over the course of one school year, amount of father play and reading to the child at home, and fathers’ positive control during play. The sample of 68 primarily African-American and Hispanic low-income fathers were videotaped interacting normally with their children during two equal length activities: a free play situation with farm toys and a more ‘academic-like’ situation with wordless picture books and puzzles. These videotaped language samples were obtained at the beginning and end of the school year. The findings showed a significant positive association between child language competence at the end of the school year and fathers’ reading to the child. Fathers’ positive control behaviour during play was negatively associated with child language.

The high-performing preschool: story acting in Head Start classrooms

The High-Performing Preschool takes readers into the lives of three - and four-year-old Head Start students during their first year of school and focuses on the centerpiece of their school day: story acting. In this activity, students act out stories from high-quality children's literature as well as stories dictated by their peers. Drawing on a unique pair of thinkers - Russian psychologist Lev Vygotsky and renowned American teacher and educational writer Vivian G. Paley-Gillian Dowley McNamee elucidates the ways, and reasons, this activity is so successful. She shows how story acting offers a larger blueprint for curricula that helps ensure all preschools - not just those for society's elite-are excellent. McNamee outlines how story acting cultivates children's oral and written language skills. She shows how it creates a crucial opportunity for teachers to guide children inside the interior logic and premises of an idea, and how it fosters the creation of a literary community. Starting with Vygotsky and Paley, McNamee paints a detailed portrait of high-quality preschool teaching, showing how educators can deliver on the promise of Head Start and provide a setting for all young children to become articulate, thoughtful, and literate learners.

A Community-Based Oral Health Intervention in Navajo Nation Head Start: Participation Factors and Contextual Challenges.

Successful interventions require consistent participation by intended recipients. We utilized mixed methods to describe participation of 518 parent-child dyads enrolled in a randomized cluster trial of a 2-year oral health intervention for Head Start (HS) families across Navajo Nation delivered by native Community Oral Health Specialists (COHS). We quantitatively assessed factors that contributed to participation and qualitatively examined barriers and strategies. The intervention offered fluoride varnish (FV) and oral health promotion (OHP) activities for two cohorts (enrolled in 2011, N = 286, or 2012, N = 232) of children in the HS classrooms and OHP for parents outside the classroom. Child participation was good: FV: 79.7 (Cohort 1) and 85.3 % (Cohort 2) received at least 3 of 4 applications; OHP: 74.5 (Cohort 1) and 78.4 % (Cohort 2) attended at least 3 of 5 events. Parent participation was low: 10.5 (Cohort 1) and 29.8 % (Cohort 2) attended at least three of four events. Analysis of survey data found significant effects on parent participation from fewer people in the household, Cohort 2 membership, greater external-locus of control, and a greater perception that barriers existed to following recommended oral health behaviors. Qualitative analysis of reports from native field staff, COHS, community members, and the research team identified barriers (e.g., geographic expanse, constraints of a research trial) and suggested strategies to improve parent participation (e.g., improve communication between COHS and parents/community). Many challenges to participation exist when conducting interventions in rural areas with underserved populations. Working with community partners to inform the development and delivery of interventions is critical.

Coaching Teachers to Support Child Communication Across Daily Routines in Early Head Start Classrooms

This study investigates the use of a situated coaching protocol in Early Head Start (EHS) classrooms to increase teachers' use of communication facilitation strategies with children identified with delays during typical play and caregiving routines. A single-case, multiple baseline design across 3 EHS teachers and children with communication delays was used to examine the effectiveness of coaching on teacher strategy use and child outcomes. A situated coaching approach that included directly teaching naturalistic communication strategies, demonstrating, observing, offering feedback, and facilitating teacher reflection, was implemented with fidelity in the classroom. The teachers increased their use of the communication facilitation strategies in both types of routines, although rates of implementation were higher in play than in caregiving activities. The child participants increased their rates of communication during the 6-week intervention. Teachers maintained strategy use in a follow-up 3 months after the study.

Mentoring and Professional Development in Rural Head Start Classrooms

The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental, and contextual elements of mentoring, this qualitative case study examined both the participants’ and mentors’ perceptions of the program. Results of this study revealed overlapping themes across teacher assistants and their mentors, including readiness for the CDA credentialing process, mentoring support/relationship-building, and mutual respect.

Preparing Undergraduate Pre-service Teachers Through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start

Video-based peer coaching and tiered supports were used to promote pre-service teachers’ developmentally appropriate adult–child interactions during a semester-long learning module focusing on education, care, and early intervention for infants and toddlers. Undergraduate majors (n = 19) in their second year of an early childhood teacher education program were enrolled in a field-based birth-to-three experience. The module under study took place during one of eight semesters of guided field based apprenticeship, with classroom teachers and early childhood faculty providing constant direct supervision and field-based instruction. Faculty collaborated with Early Head Start teachers to implement a system of tiered supports including universal, targeted, and intensive strategies and interventions derived from principles of multitiered systems of support; video-based peer coaching served as a support at each level of this framework. The field-based module took place in Early Head Start classrooms, where candidates were assessed weekly on developmentally appropriate practice using the CLASS (LaParo et al. in Classroom Assessment Scoring System (CLASS) manual, toddler. Paul H. Brookes, Baltimore, 2012). Peer coaching groups provided weekly feedback on uploaded video clips of student-led classroom activities. These supports positively influenced undergraduates’ interaction behaviors; interviews revealed dimensions of their personal and professional growth. Implications for teacher preparation and further research are discussed.

WISE in the Head Start Classroom: Impacts on Educator Behaviors

Objective: Together, We Inspire Smart Eating (WISE) was designed to leverage the early childhood educator (ECE) as a key healthy role model for children. This study aims to assess the impact of WISE on early childhood educator behaviors in food situations. Design, Setting and Participants: WISE is a classroom curriculum that provides structured food experiences on a weekly basis around 8 target foods. WISE was implemented in 10 classrooms in 2012-2013. ECEs received an initial 6-hour training as well as ongoing technical assistance. A time series design was implemented to assess pre to post changes in ECEs. Trained observers rated ECEs on use of best practices and behaviors counter to promotion of a healthy environment during food experiences and mealtimes. Outcome Measures and Analysis: T-test mean comparisons were conducted to determine if the frequency of key ECE behaviors changed from pre to post intervention. Results:Comparison of mean-level observations from the baseline to post-test indicate lead teachers significantly decreased commands and pressure to eat (e.g., clean your plate; (t1⁄4 -9.17, p <.001)), punishment and discouragement of manipulation of food (e.g., stop playing with your food; (t1⁄4 -5.45, p<.001)), and hurrying children to finish eating (t1⁄4 -3.20, p1⁄4.004). Assistant teachers showed a significant decrease in pressure to eat (t1⁄4 -3.88, p 1⁄4.001) and discouragement of food manipulation (t1⁄44.73, p <.001). Conclusions and Implications: These findings suggest WISE has a positive impact on ECEs’ food-related behaviors that may be associated with increased fruit/vegetable intake for young children. Funding: NIFA.

Convergent Validity of Resonance Raman Spectroscopy in Three to Five Year Old Children

ObjectiveThis poster presents data on the utility and validity of the Resonance Raman Spectroscopy (RSS) device for carotenoid assessment in children. This is the first study to explore the use of the device in children less than 5 years.Design, Setting and ParticipantsRSS carotenoid values were obtained from 120 children in 12 Head Start classrooms. Parents completed a Food Frequency Questionnaire (FFQ) relative to 8 fruits and vegetables on a scale of 1 (Never) to 9 (2+ times/day) over the last month.Outcome Measures and AnalysisThe RSS carotenoid value was used to categorize children as above or below the national average (23,000). ANCOVA analyses adjusting for child age and ethnicity were used to examine differences between RSS categories on each FFQ item. Covariate-adjusted bivariate correlations between groups were computed.ResultsFor all FVs, children with above average RSS scores had higher FFQ scores. Differences between groups were significant or marginally significant for 5 of 7 FVs. Adjusted-bivariate correlations suggest a positive, linear relationship between RSS scores and FV consumption (range r =0.06 to r = 0.33).Conclusions and ImplicationsPrevious studies have shown a convergence between dietary questionnaires and plasma carotenoid levels in adults (e.g., Lai et al., 2014). This study builds on emerging evidence that RSS may be a valid tool for dietary assessment in young children (Aguilar et al., 2014). Due to the difficulty in findings reliable sources to report on child diet and the need to limit intrusive measurements, this device could provide an objective measure to the study of early child nutrition.FundingUSDA. ObjectiveThis poster presents data on the utility and validity of the Resonance Raman Spectroscopy (RSS) device for carotenoid assessment in children. This is the first study to explore the use of the device in children less than 5 years. This poster presents data on the utility and validity of the Resonance Raman Spectroscopy (RSS) device for carotenoid assessment in children. This is the first study to explore the use of the device in children less than 5 years. Design, Setting and ParticipantsRSS carotenoid values were obtained from 120 children in 12 Head Start classrooms. Parents completed a Food Frequency Questionnaire (FFQ) relative to 8 fruits and vegetables on a scale of 1 (Never) to 9 (2+ times/day) over the last month. RSS carotenoid values were obtained from 120 children in 12 Head Start classrooms. Parents completed a Food Frequency Questionnaire (FFQ) relative to 8 fruits and vegetables on a scale of 1 (Never) to 9 (2+ times/day) over the last month. Outcome Measures and AnalysisThe RSS carotenoid value was used to categorize children as above or below the national average (23,000). ANCOVA analyses adjusting for child age and ethnicity were used to examine differences between RSS categories on each FFQ item. Covariate-adjusted bivariate correlations between groups were computed. The RSS carotenoid value was used to categorize children as above or below the national average (23,000). ANCOVA analyses adjusting for child age and ethnicity were used to examine differences between RSS categories on each FFQ item. Covariate-adjusted bivariate correlations between groups were computed. ResultsFor all FVs, children with above average RSS scores had higher FFQ scores. Differences between groups were significant or marginally significant for 5 of 7 FVs. Adjusted-bivariate correlations suggest a positive, linear relationship between RSS scores and FV consumption (range r =0.06 to r = 0.33). For all FVs, children with above average RSS scores had higher FFQ scores. Differences between groups were significant or marginally significant for 5 of 7 FVs. Adjusted-bivariate correlations suggest a positive, linear relationship between RSS scores and FV consumption (range r =0.06 to r = 0.33). Conclusions and ImplicationsPrevious studies have shown a convergence between dietary questionnaires and plasma carotenoid levels in adults (e.g., Lai et al., 2014). This study builds on emerging evidence that RSS may be a valid tool for dietary assessment in young children (Aguilar et al., 2014). Due to the difficulty in findings reliable sources to report on child diet and the need to limit intrusive measurements, this device could provide an objective measure to the study of early child nutrition. Previous studies have shown a convergence between dietary questionnaires and plasma carotenoid levels in adults (e.g., Lai et al., 2014). This study builds on emerging evidence that RSS may be a valid tool for dietary assessment in young children (Aguilar et al., 2014). Due to the difficulty in findings reliable sources to report on child diet and the need to limit intrusive measurements, this device could provide an objective measure to the study of early child nutrition.

Peer Relations and Social Adjustment of Latino and Chinese Children in Head Start Classrooms

ABSTRACTResearch Findings: The present study investigated the role of ethnic similarity in the peer preferences and play quality of Latino and Chinese children enrolled in Head Start classrooms and the relationship between peer acceptance and social adjustment in these groups. Participants were 244 children (M = 4.6 years old) from Head Start preschools located in the greater Los Angeles area. Results showed that both Chinese and Latino children played more with same-ethnic than cross-ethnic peers, but only Latino children showed same-ethnic preferences in friendship nominations. Play dyads of the same ethnic group engaged in more complex play than those of different ethnic groups. Practice or Policy: Findings suggest that preferences for same-ethnic peers are starting to emerge in preschool classrooms. In addition, prosocial behaviors may be important for all children, regardless of ethnicity, to gain peer acceptance. Implications for practice are addressed.

LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD START.

Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children's (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children's short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children's learning-related social skills may be necessary before academic gains can be realized.

Associations Between Preschoolers' Social-Emotional Competence and Preliteracy Skills

Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child’s academic career. Recent literature has implicated social–emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social–emotional competence in preliteracy, the associations between various social–emotional competencies and preliteracy skills in 91 preschool children attending seven Head Start classrooms were examined. Results of structural equation modelling indicated that preschoolers’ expressiveness/ regulation (angry/aggressive, cooperative/sensitive or anxious/ withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal education, attentional abilities and classroom emotional support. These findings serve to broaden the research surrounding social–emotional competence and highlight its association with academic readiness. Copyright © 2015 John Wiley & Sons, Ltd.

Neighborhood economic disadvantage and children's cognitive and social-emotional development: Exploring Head Start classroom quality as a mediating mechanism

Past research has shown robust relationships between neighborhood socioeconomic disadvantage and children's school achievement and social-emotional outcomes, yet the mechanisms for explaining these relationships are poorly understood. The present study uses data from 1904 Head Start participants enrolled in the Head Start Impact Study to examine the role that classroom structural and relational quality play in explaining the association between neighborhood poverty and children's developmental gains over the preschool year. Results suggest that neighborhood poverty is directly related to lower levels of classroom quality, and lower gains in early literacy and math scores. Indirect relationships were also found between neighborhood poverty and children's social-emotional outcomes (i.e., approaches to learning and behavior problems) via differences in the physical resources and negative student–teacher relationships within classrooms. These findings highlight the need for policy initiatives to consider community characteristics as potential predictors of disparities in classroom quality and children's cognitive and social-emotional development in Head Start.

Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom

Male teachers are rare in early childhood education (ECE). Interest in increasing the number of male ECE teachers is often driven by essentialist assumptions about male teachers bringing something unique to classroom teaching by virtue of being men. To explore this assumption, the author conducted an instrumental case study of a team of Head Start teachers: one female, one male. Differences were found, but similarities between the two teachers were determined to be of much greater importance. Reasons for the findings are explored, and a brief argument is made for greater male teacher involvement in ECE classrooms based on other than essentialist grounds.

Who Is At Risk for Persistent Mathematics Difficulties in the United States?

We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays or disabilities, and vocabulary difficulties. In contrast, children attending preschool either in Head Start or non–Head Start classrooms are at initially lower risk of PMD. Kindergarten-aged children experiencing either low socioeconomic status or mathematics difficulties are at greatest risk for PMD across third, fifth, and eighth grades. Also at risk for PMD between third and eighth grades are children displaying reading difficulties or inattention and other learning-related behaviors problems, children with identified disabilities, and those who are retained. Educationally relevant and potentially malleable factors for decreasing young children’s risk for PMD may include increasing children’s access to preschool, decreasing their risk of experiencing vocabulary or reading difficulties, and avoiding use of grade retention.

Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention

The present study examined the efficacy of a self-regulation intervention for children experiencing demographic risk. Utilizing a randomized controlled design, analyses examined if children (N=276 children in 14 Head Start classrooms; M age=51.69, SD=6.55) who participated in an 8-week self-regulation intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored and differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated stronger levels of self-regulation compared to the control group in the spring of the preschool year. Group comparisons also revealed that the intervention was related to significantly higher math skills for children who were English language learners. In other words, English language learners who participated in the intervention demonstrated stronger levels of math in the spring of preschool in comparison to children in the control group and relative to English speakers who also participated in the intervention. The present study provides support for the efficacy of a school readiness intervention in promoting self-regulation and achievement in young children, especially English language learners.

Classroom Writing Environments and Children’s Early Writing Skills: An Observational Study in Head Start Classrooms

This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children’s (N = 262) name-writing, and children’s letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers’ facilitation) for children to develop early writing skills, though many classrooms lacked writing props (e.g., letter and word cards) for guiding children’s writing attempts. Teacher-child writing interactions occurred at a low frequency. The writing environment had a direct association with children’s name-writing skill, and children’s name-writing skill was positively related to their letter knowledge. Further discussion of the findings and future directions for research are presented.

A Model for Creating a Supportive Trauma-Informed Culture for Children in Preschool Settings.

The all too common exposure of young children to traumatic situations and the life-long consequences that can result underscore the need for effective, developmentally appropriate interventions that address complex trauma. This paper describes Head Start Trauma Smart (HSTS), an early education/mental health cross-systems partnership designed to work within the child’s natural setting—in this case, Head Start classrooms. The goal of HSTS is to decrease the stress of chronic trauma, foster age-appropriate social and cognitive development, and create an integrated, trauma-informed culture for young children, parents, and staff. Created from a community perspective, the HSTS program emphasizes tools and skills that can be applied in everyday settings, thereby providing resources to address current and future trauma. Program evaluation findings indicate preliminary support for both the need for identification and intervention and the potential to positively impact key outcomes.