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 CONTENTS

(links to source documents are in the postings below)

1. Toddlers in Early Head Start - Baby FACES 
2. Head Start School Readiness Framework - Head Start
3. Head Start Outcomes and Developmental Domains - Head Start
4. 2016 CLASS Assessments of Head Start - Head Start
5. What Works: Head Start - What Works Clearinghouse (WWC)
6. Code Related and Oral Skills In Head Start - ERIC
7. Classroom Assessment Scoring System (CLASS) Implementation Guide
8. Early Head Start - Child Care Partnerships - Head Start
Structure, Performance, and
Evidence of Effectiveness
Early Head Start
BABY FACES - Toddlers in Early Head Start 
Post #1
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The Early Head Start Family and Child Experiences Survey (Baby FACES) is a descriptive study of Early Head Start (EHS) programs. In 2007, ACF, contracted with Mathematica Policy Research to implement this six-year longitudinal study in 89 EHS programs.

  • Most children primarily served by home visits receive visits of midrange quality

  • Most children in center-based programs are in classrooms of midrange quality.

  • Scores are lowest in Engaged Support for Learning which includes Facilitation of Learning and Development, Quality of Feedback, and Language Modeling. The average assessment of 3.6 compares to 5.3 for Emotional and Behavioral Support on a 7-point scale),

  • Children’s physical development and health are on track, but other measures in other developmental domains do not provide a clear picture of development.

  • Language development at age 2 is not quite at national norms

  • Children’s teachers and home visitors are well-qualified and experienced

Post #2
This site provides an overview of the Head Start School Readiness framework.  It is geared to to both Head Start professionals and the broader community.  Click here to access the original document.

Cross-Cutting Approaches:

  • Culture and Language

  • Data & Ongoing Monitoring

  • Professional Development

  • School Readiness

  • State Systems

Health

  • Health Services Management

  • Mental Health

  • Nutrition

  • Oral Health

  • Physical Health

  • Safety Practices

Head Start Outcomes and Developmental Domains 

Post #3
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Head Start 2016 CLASS Assessment

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The Classroom Assessment Scoring System (CLASS®) is an observation instrument that assesses the quality of teacher-child interactions in center-based preschool classrooms.
CLASS® includes three domains or categories of teacher-child interactions that support children's learning and development:
  • Emotional Support,
  • Classroom Organization, and
  • Instructional Support.
 
Within each domain are dimensions that capture more specific details about teachers' interactions with children.
Head Start Instructional Support is consistently assessed as poor indicating that children are not entering kindergarten with the academic skills they need.  See New York data here.
What Works Clearinghouse - Head Start
Post #5
WWC Head Start.PNG
Head Start was found to have potentially positive effects on general reading achievement and no discernible effects on mathematics and social-emotional development for 3 and 4 year old children. 
The WWC identified 40 eligible studies that investigated the effects of Head Start on the school readiness of preschool-aged children. An additional 50 studies were identified but do not meet WWC eligibility criteria for review in this topic area.
The WWC reviewed 40 eligible studies against group design standards. One study (U.S. Department of Health and Human Services, 2010) is a randomized controlled trial that meets WWC group design standards without reservations. Thirty-nine studies do not meet WWC design standards.
Post #6

Code-Related and Oral Language Skills in Head Start 

Head Start Code-Related and Oral Languag

Parental warmth was positively related to children's oral language skills (i.e., receptive and expressive vocabulary knowledge), and teachers' educational level and the quality of instructional support in the classroom were significantly associated with children's code-related skills (i.e., letter-name and letter-sound knowledge).

Results from hierarchical linear models suggest that both family and classroom contexts play a unique and interactive role in supporting Head Start children's development of different sets of emergent literacy skills. Further, high-quality instructional support in the classroom buffered the negative influence of low maternal education on children's oral language skills. Interventions focusing on enhancing the quality of parent-child interactions, in addition to professional development for teachers designed to improve the quality of instructional support, may contribute to promoting the development of emergent literacy skills of young children from low-income families.

           

This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children.

Classroom Assessment Scoring System (CLASS)
Implementation Guide
Post #7
CLASS Implementation Guide.PNG
CLASS Measures.PNG

Early Head Start - Child Care Partnerships

 

Child care providers who participate in the Child Care and Development Fund (CCDF) and Early Head Start/Head Start programs have been working together for many years to meet the needs of children and families. The Early Head Start-Child Care Partnership (EHS-CCP) initiative brings together the best of Early Head Start and child care through layering of funding to provide comprehensive and continuous services to low-income infants, toddlers, and their families. EHS-CCP enhances developmental services and supports for low-income infants and toddlers, and their families, by providing strong relationship-based experiences and preparing them for the transition into Head Start and preschool.

The long-term outcomes of the EHS-CCP program are:

     1.  Sustained, mutually respectful, and collaborative EHS-CCP;

     2.  A more highly educated and fully qualified workforce to provide high-quality infant/toddler care and education;

     3.  Increased community supply of high-quality early learning environments and infant/toddler care and education;

     4.  Well-aligned early childhood policies, regulations, resources, and quality improvement support at national, state, and local levels; and

     5.  Improved family and child well-being and progress toward school readiness.

The EHS-CCP brings together the strengths of child care and Early Head Start programs. Early Head Start provides comprehensive family centered services within high-quality early learning environments that adhere to the research-based Head Start Program Performance Standards(HSPPS).

Integrating Early Head Start comprehensive services and resources into the array of traditional child care and family child care settings creates new opportunities to improve outcomes for infants, toddlers, and their families. Child care centers and family child care providers respond to the needs of working families by offering flexible and convenient full-day and full-year services. In addition, child care providers have experience providing care that is strongly grounded in the cultural, linguistic, and social needs of the families and their local communities.

Together, all children in classrooms with EHS-CCP-enrolled children benefit from low teacher-to-child ratios and class sizes, qualified teachers receiving ongoing supervision and coaching to support implementation of curriculum and responsive caregiving, and broad-scale parent engagement activities. And, all infants and toddlers attending an EHS-CCP site benefit from facilities and homes that are licensed and meet safety requirements. EHS-CCP maximizes program resources across Early Head Start and CCDF in order to support effective partnerships that expand high-quality early learning opportunities for working families so that low-income children have the healthy and enriching experiences they need to realize their full potential.

EHC - Child Care Partnerships.PNG
Post #8
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