An Organizational-Level Analysis of Early Childhood Teachers’ Job Attitudes: Workplace Satisfaction Affects Early Head Start and Head Start Teacher Turnover

2018 ◽  
Vol 47 (4) ◽  
pp. 563-581 ◽  
Author(s):  
Lieny Jeon ◽  
Michael B. Wells
Keyword(s):  
Early Childhood ◽  
Head Start ◽  
Teacher Turnover ◽  
Early Childhood Teachers ◽  
Early Head Start ◽  
Job Attitudes ◽  
Organizational Level ◽  
Workplace Satisfaction ◽  
Head Start Teacher ◽  
Level Analysis

Early Childhood Programs

2005 ◽  
Author(s):  
Andrew Seltzer
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Public School ◽  
Head Start ◽  
Social Services ◽  
York City ◽  
Early Head Start ◽  
Early Childhood Programs ◽  
Health And Social Services

The Children’s Aid Society (CAS) early childhood initiative is located in two of our New York City community schools, Primary School (PS) 5 and PS 8, in the Washington Heights section of northern Manhattan. This initiative was conceived as a partnership between the New York City Board of Education and CAS. The collaboration brought newborns and their families into the schools in which the children would complete fifth grade. The initiative began in 1994 and has been in full operation since 1996. Since then, the need for such a project has been confirmed and experience has provided insights into how a program for pregnant women and children through age five (often called a Zero to Five Program) can be effectively implemented within a public school. The CAS Zero to Five model connects two federally funded programs—Early Head Start (birth to age three) and Head Start (ages three to five)—to provide comprehensive educational and social services to low-income families and their children. The population attending the Zero to Five Program confronts the obstacles facing all new immigrant families living in poverty in an urban setting. In both schools more than 75% of the families are from the Dominican Republic; another 20% come from other Central and South American countries. The parents’ language is Spanish, and language barriers and acculturation issues result in social isolation. In addition, because many residents lack legal documentation, they are reluctant to access health and social services. The few early childhood programs in the neighborhood all have long waiting lists. A majority of the families share overcrowded apartments with other families or extended family; whole families often live in one bedroom where books and age-appropriate toys are scarce and there may be little child-centered language interaction. However, in spite of the difficulties, these parents have a drive to succeed and they understand the importance of education. By combining and linking Early Head Start and Head Start programs and integrating them into a community school, the CAS Zero to Five Program provides children and families with quality educational, health, and social services, after which the children transition into public school classes within the same building.

scholarly journals Evaluating Two Oral Health Video Interventions with Early Head Start Families

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Lynn B. Wilson ◽  
Barbara DeBaryshe ◽  
Malkeet Singh ◽  
Sharon Taba
Keyword(s):  
Early Childhood ◽  
Oral Health ◽  
Head Start ◽  
Low Income ◽  
Early Head Start ◽  
Infants And Toddlers ◽  
Home Visitors ◽  
Quasi Experimental ◽  
Low Income Families ◽  
Family Centered

Poor oral health in early childhood can have long-term consequences, and parents often are unaware of the importance of preventive measures for infants and toddlers. Children in rural, low-income families suffer disproportionately from the effects of poor oral health. Participants were 91 parents of infants and toddlers enrolled in Early Head Start (EHS) living in rural Hawai'i, USA. In this quasi-experimental design, EHS home visitors were assigned to use either a didactic or family-centered video with parents they served. Home visitors reviewed short segments of the assigned videos with parents over an eight-week period. Both groups showed significant prepost gains on knowledge and attitudes/behaviors relating to early oral health as well as self-reported changes in family oral health routines at a six-week followup. Controlling for pretest levels, parents in the family-centered video group showed larger changes in attitudes/behaviors at posttest and a higher number of positive changes in family oral health routines at followup. Results suggest that family-centered educational videos are a promising method for providing anticipatory guidance to parents regarding early childhood oral health. Furthermore, establishing partnerships between dental care, early childhood education, and maternal health systems offers a model that broadens potential reach with minimal cost.

Longitudinal analysis of the role of early head start services in the emotion regulation-achievement link

2014 ◽  
Author(s):  
◽  
John M. Taylor
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Emotion Regulation ◽  
Achievement Gap ◽  
Head Start ◽  
Latent Variable ◽  
Self Regulation ◽  
Early Head Start ◽  
Educational Interventions ◽  
Control Group

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Emotion regulation is one aspect of self-regulation that may be particularly important to early childhood educational interventions for addressing the income-based achievement gap (Raver, 2002). Unfortunately, the effects of emotion regulation on academic achievement are relatively unknown. Since Early Head Start (EHS) implements services designed to promote healthy emotion regulation development, EHS is one opportunity to study the emotion regulation-achievement link through an early childhood educational intervention purported to target the income-based achievement gap (Administration for Children and Families, 2003b; Raikes, Brooks-Gunn, and Love, 2013). Data for these analyses are from the Early Head Start Research Evaluation (EHSRE) study. The EHSRE study is a large-sample program evaluation of EHS effects on a wide array of cognitive, academic, social, and physical variables (Vogel, Brooks-Gunn, Martin, and Klute, 2013). At baseline the original sample was comprised of 3,001 participants with 1,513 children randomized to the EHS group and 1,488 to the control group (Faldowski, Chazan-Cohen, Love, and Vogel, 2013). Approximately 48.6% of the target children identified as female, 37.1 % of the participants identified as White, 34.7% identified as African American, and 23.7% identified as Hispanic. Findings from latent variable model analyses suggest that emotion regulation is influential to the income-based achievement gap, even though EHS services do not influence emotion regulation or academic achievement. Specifically, emotion regulation ability at 36 months of life predicted academic achievement eight years later with some of the effects mediated through attention skills. Overall, findings suggest early childhood educational interventions should target the emotion regulationachievement link in order to ameliorate the income-based achievement gap.

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