Head Start Research Articles

School Readiness of Immigrant-Origin Children and Enriching Experiences

ABSTRACT Using data from the Head Start Family and Child Experiences Survey 2009 Cohort, this study investigated the school readiness trajectories of 2,908 Head Start children from Head Start to kindergarten. Multilevel growth curve models examined differences by immigrant-origin status and the moderating role of enriching experiences. Research Findings: Immigrant-origin children demonstrated lower language and math skills at Head Start entry. However, the differences narrowed over time by accelerated gains in skills. Also, moderation analyses suggested that higher levels of enriching experiences, including community-based activities and family history/ethnic heritage talk, could potentially contribute to the school readiness of immigrant-origin children. Practice or Policy: Findings underscore that family resources may have implications for alleviating unequal opportunities and outcomes for immigrant-origin children, in particular.

Leading pedestrian intervals – Yay or Nay? A Before-After evaluation of multiple conflict types using an enhanced Non-Stationary framework integrating quantile regression into Bayesian hierarchical extreme value analysis

A pedestrian was estimated to be killed every 85 min and injured every 7 min on US roads in 2019. Targeted safety treatments are particularly required at urban intersections where pedestrians regularly conflict with turning vehicles. Leading Pedestrian Intervals (LPIs) are an innovative, low-cost treatment where the pedestrian and vehicle usage of the potential conflict area (a crosswalk) is staggered in time to give the pedestrians a head start of a few seconds and reduce the “element of surprise” for right-turning vehicles. The effectiveness of LPI treatment on pedestrian safety is mixed, and most importantly, its effect on vehicle-vehicle conflicts is unknown. This study investigates the before-after effects of LPI treatments on vehicle–pedestrian and vehicle-vehicle crash risk by applying traffic conflict techniques. In particular, this study has developed a quantile regression technique within the extreme value model to estimate and compare crash risks before and after the installation of the LPI treatment. The before-after traffic movement video data (504 h in total) were collected from three signalized intersections in the City of Bellevue, Washington. The recorded movements were analyzed using Microsoft’s proprietary computer vision platform, Edge Video Service, and Advanced Mobility Analytics Group’s cloud-based SMART SafetyTM platform to automatedly extract traffic conflicts by analyzing road user trajectories. The treatment effect was measured using a Bayesian hierarchical extreme value model with the peak-over threshold approach. For the extreme value model, a Bayesian quantile regression analysis was conducted to estimate the conflict thresholds corresponding to a high (95th) quantile. Odds ratios were estimated for both conflict types using untreated crossing as a control group. Results indicate that the LPI treatment reduces the crash risk of pedestrians as measured by the reduction in extreme vehicle–pedestrian conflicts by about 42%. The LPI treatment has also been found not to negatively affect rear-end conflicts along the approaches leading to the LPI-treated pedestrian crossing at the signalized intersections. The findings of this study further emphasize the effectiveness of video analytics in proactive safety evaluations of engineering treatments.

Association of Early Childhood Caries with Bitter Taste Receptors: A Meta-Analysis of Genome-Wide Association Studies and Transcriptome-Wide Association Study.

Although genetics affects early childhood caries (ECC) risk, few studies have focused on finding its specific genetic determinants. Here, we performed genome-wide association studies (GWAS) in five cohorts of children (aged up to 5 years, total N = 2974, cohorts: Center for Oral Health Research in Appalachia cohorts one and two [COHRA1, COHRA2], Iowa Fluoride Study, Iowa Head Start, Avon Longitudinal Study of Parents and Children [ALSPAC]) aiming to identify genes with potential roles in ECC biology. We meta-analyzed the GWASs testing ~3.9 million genetic variants and found suggestive evidence for association at genetic regions previously associated with caries in primary and permanent dentition, including the β-defensin anti-microbial proteins. We then integrated the meta-analysis results with gene expression data in a transcriptome-wide association study (TWAS). This approach identified four genes whose genetically predicted expression was associated with ECC (p-values < 3.09 × 10-6; CDH17, TAS2R43, SMIM10L1, TAS2R14). Some of the strongest associations were with genes encoding members of the bitter taste receptor family (TAS2R); other members of this family have previously been associated with caries. Of note, we identified the receptor encoded by TAS2R14, which stimulates innate immunity and anti-microbial defense in response to molecules released by the cariogenic bacteria, Streptococcus mutans and Staphylococcus aureus. These findings provide insight into ECC genetic architecture, underscore the importance of host-microbial interaction in caries risk, and identify novel risk genes.

Effects of Head Start Enrollment Duration for Children with Adverse Childhood Experiences

ABSTRACT This study examines the effects of Head Start enrollment duration on developmental outcomes for children who have had adverse childhood experiences (ACEs). This study utilizes randomized control Head Start Impact Study data, to address three primary questions: 1) Do children’s ACE scores have any impact on cognitive, socio-emotional and health care service outcomes? 2) Do the number of years enrolled in Head Start have any impact on children’s outcomes? 3) Does the impact of enrollment duration in Head Start on children’s outcomes differ depending on number of ACEs? The current study finds that children with higher ACE scores had lower cognitive and socio-emotional outcomes. Additionally, longer Head Start enrollment duration was significantly associated with children’s positive outcomes and was more significant for children with fewer ACEs. IMPLICATIONS: Head Start should recruit younger children for longer durations and should provide trauma-informed care for children with multiple ACEs to increase positive developmental outcomes.

Cross-Cultural Adaptation and Initial Validation of Mi Niño: A Tool to Measure Food-Related Parenting Practices of Spanish-Speaking Parents with Young Children

BackgroundAccurate measurement of food-related parenting practices is necessary to inform related interventions and program evaluation. Valid tools reflect cultural attributes that affect household food environments and feeding practices. Simple, unidirectional language adaptation approaches are insufficient to capture these attributes in assessment tools. My Child at Mealtime (MCMT) is a 27-item, validated, visually enhanced self-assessment tool to measure food-related parenting practices of low-income English-speaking parents of preschoolers. ObjectivesThe aim of this study was to describe the cross-cultural adaptation of MCMT into its Spanish version Mi Niño a la Hora the Comer (Mi Niño) and to establish its face validity, factor structure, and internal consistency. MethodsMCMT was adapted into its Spanish version after an iterative process that triangulated cognitive interviews with verification of conceptual equivalence by content experts to establish face validity and semantic equivalence. The resulting tool underwent confirmatory factor analysis to determine whether internal consistency was equivalent across the 2 versions. ResultsFour rounds of cognitive interviews (n = 5, n = 6, n = 2, and n = 4, respectively) with Spanish-speaking women caregivers of children aged 3–5 y recruited from Head Start were conducted. Ten items were modified throughout the adaptation process. Modifications included improved clarity (6 items), comprehension (7 items), appropriateness (4 items), suitability (4 items), and usefulness (2 items) of text and/or accompanying visuals. Confirmatory factor analysis with a sample of Spanish-speaking caregivers (n = 243) resulted in 2 reliable factors representing “child-centered” (α = 0.82) and “parent-centered” (α = 0.87) food-related parenting practices. ConclusionsFace validity, semantic equivalence, and internal consistency of Mi Niño were established. This tool can be used in community settings to inform program content and measure changes in food-related parenting practices of Spanish-speaking parents and assist in setting food-related parenting goals. The next steps include exploring the correspondence of Mi Nino with mealtime behaviors observed through video recording.

Professional Development Targeting Classroom Management and Behavioral Support Skills in Early Childhood Settings: A Systematic Review.

The online version contains supplementary material available at 10.1007/s12310-022-09562-x.

Variations in early life home environment quality and children's achievement

The current study examines to what extent naturally occurring variation in the timing of home environment quality during the first five years of life differentially predicts achievement before school entry and at the end-of-elementary school. Data from two longitudinal studies were used: the Early Head Start Research and Evaluation Study (EHSRE; N = 2977) and the Study of Early Child Care and Youth Development (N = 1364). Across both datasets, there was support for later time-specific variations in home quality during the first five years as relatively more important for school readiness. In the EHSRE dataset only, there was support for earlier time-specific variations in home quality during the first five years as relatively more important for end-of-elementary school achievement. Implications for the developmental timing of variations in home environmental quality over the first five years and children's achievement are discussed.

Why are children absent from preschool? A nationally representative analysis of Head Start programs

IntroductionChildren who are absent from school, including preschool, do not make the same academic gains as their non-absent peers. However, we know little about what predicts absenteeism among preschool-attending children.MethodsWe used the Family and Child Experiences Study - 2009, a nationally representative sample of Head Start attendees (n = 2,842), to test the associations between a comprehensive set of child, family, and center factors, and children’s levels of absenteeism across the preschool year.ResultsOur findings highlight the multi-faceted nature of absenteeism. Family necessity, family routines, and center-level characteristics were all associated with absenteeism.DiscussionReducing preschool absenteeism requires a comprehensive approach as the factors that shape absences are varied. Our findings suggest that center-level strategies focused on outreach and classroom quality are important future directions.

Fifty Years of Critical Care Medicine: The Editors' Perspective.

Fifty Years of Critical Care Medicine: The Editors' Perspective.

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.

Supporting Spanish-English DLLs in Head Start: Peer Language Match, Instructional Language Match, and Emotional Support as Predictors of Approaches to Learning and Social Skills

Within a national sample of Spanish-English dual language learner (DLL) children enrolled in Head Start, this study examined how classroom language context and emotional support quality are related to changes in approaches to learning and social skills. Specific aspects of the learning context that were examined in relation to children's school readiness were proportion of Spanish-speaking classroom peers, teacher's instructional use of Spanish, and children's English proficiency at the start of the school year. Multilevel modeling results revealed a significant positive association between the percent Spanish-speaking classroom peers and approaches to learning, accounting for child- and classroom-level characteristics, and other aspects of the classroom language context. There were no significant associations between aspects of the classroom language context and social skills outcomes, and in no models was emotional support quality a significant predictor. Additional analyses of potential interactive effects suggested that peer language match is especially important for Spanish-English DLLs who may otherwise experience English-dominant teacher-child interactions (either because their teacher instructs in English only and/or the child is proficient in English). In other words, peers may provide important Spanish language or bilingual interaction opportunities when these are not available via bilingual teacher-child interactions. Findings also indicated that DLL children's English proficiency status moderated the effects, underscoring the need for research to consider heterogeneity among Latine preschoolers (Ansari, 2017; Castro et al., 2013). Implications for ECE practices and future research are discussed.

Management in Management: Utilization of the Digital Key for Alibaba Cloud

In the era of big data, all traditional companies will carry out digital transformation under the leadership of managers. From a macro perspective, standing at the forefront of the development of the times, this paper proposes the concept of combining cloud database and management. On this basis, managers can become the pioneers of business in the new era and bring long-term sustainable development benefits to the company. Taking Alibaba cloud as a case, it is found that its biggest advantage is its far-sighted operation plan. Alibaba cloud helps managers make the most efficient transformation plan with sophisticated analysis and calculation logic and forecasts the potential market with the grasp of big data consumer data; all of these can help management to get a head start in the information age. In addition, this paper also proposes that Alibaba cloud management information base is suitable for discovering viral marketing dishes and cooperating with management for win-win results. These results shed light on guiding further exploration of corporation management.

An approach for radical innovative design based on cross-domain technology mining in patents

The key to radical innovation lies in technological breakthroughs, and the key to technical breakthroughs lies in the application of cross-domain knowledge. However, in the conceptual design stage of new product development, the designer’s cognition and knowledge are limited and the retrieval and evaluation of cross-domain technologies is often subjective, making it difficult to generate radical concepts. To address the above issues, this paper proposes a method for cross-domain technology recommendation based on patent analysis. In this method, feature words in various domains of patents are used to generalise the abstract functions of product core subsystems, where designers can obtain more comprehensive cross-domain technologies. This is conducive to breaking the design fixation of designers. Subject–Action–Object structural and functional similarity are combined to quickly extract cross-domain technologies in patents. Then multiple technical indicators are used to objectively evaluate and rank cross-domain technologies. This approach helps designers objectively select cross-domain technologies to change the way next-generation products work, enabling early planning of production conditions and a head start in the market. The method has been verified in a new product development project on peeling equipment, a new product that meets radical indicators is finally obtained.

Obesity Prevalence and Dietary Factors Among Preschool-Aged Head Start Children in Remote Alaska Native Communities: Baseline Data from the "Got Neqpiaq?" Study.

Background: American Indian and Alaska Native preschool-aged children experience a high prevalence of obesity, yet are under-represented in obesity prevention research. This study examined obesity prevalence and dietary risk factors among Alaska Native preschool-aged children in southwest Alaska. Methods: The study used baseline data from "Got Neqpiaq?" a culturally centered multilevel intervention focused on Yup'ik Alaska Native children, aged 3-5 years, enrolled in Head Start in 12 communities in southwest Alaska (n = 155). The primary outcomes were BMI percentile, overweight, and obesity. Dietary factors of interest were measured using biomarkers: traditional food intake (nitrogen stable isotope ratio biomarker), ultraprocessed food intake (carbon stable isotope ratio biomarker), and vegetable and fruit intake (skin carotenoid status biomarker measured by the Veggie Meter). Cardiometabolic markers (glycated hemoglobin [HbA1c] and blood cholesterol) were also measured. Results: Among the Yup'ik preschool-aged children in the study, the median BMI percentile was 91, and the prevalence of overweight or obesity was 70%. The traditional food intake biomarker was negatively associated with BMI, whereas the ultraprocessed foods and vegetable and fruit biomarkers were not associated with BMI. HbA1c and blood cholesterol were within healthy levels. Conclusions: The burden of overweight and obesity is high among Yup'ik preschool-aged children. Traditional food intake is inversely associated with BMI, which underscores the need for culturally grounded interventions that emphasize traditional values and knowledge to support the traditional food systems in Alaska Native communities in southwest Alaska. Registered with ClinicalTrials.gov #NCT03601299.

Asynchronized exposure: How giving some stimuli a head start influence attention

Asynchronized exposure: How giving some stimuli a head start influence attention

Gay fatherhood—Good breast? Bad breast? Same breast?

The author has chosen to offer a personal perspective on parenthood as a gay man, acknowledging the gift that this has been but also offers frames of reference for which we are invited to examine the constructs of parenthood and gender. We are asked in this article to consider whether indeed the creation of a secure, loving, parental relationship is predicated on gender—is there a maternal head start or indeed is such a construct based on social, political, and economic factors? In his examination of the qualities of caregiving, the author makes inquiries of both psychoanalytic theory and lived LGBTQ+ experience, to test the lived reality of parenthood. Both in the consulting room through case studies and in health services, the author explores the preparation (or lack of preparation or perspective) for parenthood in the more traditional—heterosexual cis-gendered—configurations. He also questions the reality of many experiences of parenthood as less than optimal, impacted by trauma and societal expectation. He suggests that perhaps with time we can liberate women from the idealisation of motherhood and liberate men from only ever being, at best, a deputy to the primary caregiver.

Adding family math to the equation: Promoting Head Start preschoolers’ mathematics learning at home and school

Differences in children's mathematics knowledge are evident at kindergarten entry, favoring children who have greater access to economic resources. Fostering preschoolers’ mathematics learning at home and in classroom settings, through games and other developmentally appropriate activities, is of great interest to educators, early childhood leaders, and policymakers. This cluster randomized trial examined the effects of a naturalistic, game-based mathematics intervention implemented in Head Start classrooms and examined whether including a family math component added value. A total of 573 children (64% Hispanic; 60% multilingual) were included from 66 classrooms which were randomly assigned to Classroom Math (CM), Classroom Math + Family Math (CM+FM), or business-as-usual (BAU). Results indicated that the family math component did add value to the classroom-based intervention as CM+FM resulted in a significant positive impact on children's mathematics knowledge relative to BAU, but CM alone did not. For preschoolers age 50+ months, both interventions had significant effects on children's mathematics knowledge relative to BAU, but CM+FM had a stronger effect (d = .36). The number of math games played was significantly associated with higher mathematics scores and the number of family math mini-books returned had a significant impact on children's spring scores, over and above the number of games played. The CM+FM intervention also had a significant effect on teachers’ instructional practice (d =.79). Adding a family math component to a game-based classroom intervention resulted in positive impacts for preschoolers and seems to be an effective, ecologically valid intervention that fosters early mathematical competencies.

Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use

ABSTRACT This study described infant/toddler teachers’ (N = 106) perceptions of stress intensity and exhaustion (emotional, physical, mental) intensity. We examined the associations between stress and exhaustion and teachers’ reports of stress sources and coping strategy use. Using ecological momentary assessment (EMA), teachers from Early Head Start (EHS), EHS childcare-partnerships, or independent childcare programs (Midwestern U.S.) completed twice-weekly reports of: stress and exhaustion intensity; stress sources (workload, children’s behaviors, personal life); and, coping strategies (support from colleagues, distraction, mindfulness techniques, reframing). Research Findings: Stress and exhaustion reports were similar to studies of preschool teachers. Workload and personal life stressors were associated with stress and all exhaustion types. Teachers used fewer than two different coping strategies/per reporting day. Only reframing was negatively associated with stress and emotional exhaustion. Teachers reported greater stress at end-of-week than beginning-of-week. Older teachers reported greater stress and emotional exhaustion. Although one-third of teachers reported >4 ACEs, early adversity was not associated with stress or exhaustion. Practice or Policy: We discuss the results relative to the sparse literature on infant/toddler teachers’ well-being and suggest areas for professional development supports while underscoring the need for EHS federal policy makers and program administrators to consider how to reduce/streamline workload.

Communicating With Head Start Families About Children's Weight Status: A Phenomenological Approach

BackgroundTo support the early identification of childhood obesity, Head Start (HS) implemented a body mass index screening program. This program provides opportunities for HS to communicate with families about children's weight status. Limited research is available describing the methods used to communicate this information. ObjectiveExplore common experiences of HS health/nutrition managers (HNM) when communicating information to families about children's weight status. Study Design, Settings, and ParticipantsTwenty-eight in-depth telephone interviews with HNM across North Carolina (n = 15) and Ohio (n = 13). Study Design/AnalysisPhenomenology guided the study design and analysis. The themes focused on HNM's lived experiences with their body mass index screening program. Interviews were recorded and transcribed verbatim. ResultsFour emergent themes identified: (1) strategies for communicating weight status to families; (2) family response to communication strategies; (3) educational, staff support, and counseling opportunities for families; and (4) challenges engaging families in childhood obesity prevention efforts. Conclusions and ImplicationsHead Start programs acknowledged the importance of communicating children's weight status; however, there are inconsistencies in methods used and information communicated across programs. Head Start programs have community partners who support obesity prevention efforts; however, these partnerships may be underused. More research is needed to explore effective and sensitive communication methods for HS families regarding children's weight status.

Latinx dual language learners in the U.S.: Examining family context during early social emotional development.

Latinx dual language learners (DLLs) make up a large, growing population in the United States, yet little is known about their early childhood experiences, particularly regarding parenting, socioeconomic risk, and social emotional development (SED). This prospective, longitudinal study examined whether parental intrusiveness, parental stress, and parental warmth function differently in Latinx DLL families as compared to White monolingual (ML) families while controlling for relevant sociodemographic factors. Data were drawn from the Early Head Start (EHS) family and child experiences study, where White ML (n = 143) and Latinx DLL (n = 247) children and families were assessed at ages 2 and 3. Results indicated a significant interaction between Latinx DLL status and parental intrusiveness on behavior problems. Simple slopes indicated that greater intrusiveness was related to increased behavior problems for White ML families but was not related in Latinx DLL families. There was no significant interaction, however, between parental stress and Latinx DLL status on children's SED. Further, parental warmth did not further moderate the relationship between parental intrusiveness and Latinx DLL status. Overall, there were both similarities and differences between Latinx DLLs and White MLs in both the prevalence of these characteristics and how they relate to child behavior. These results highlight the importance of considering contextual factors, such as ethnic culture and language status, when examining parenting in both clinical and research settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved).