Pre-K and Early Head Start Programs Enhance Children's Development, Especially Among Disadvantaged, Lower Income Preschoolers, Say Researchers: Recent pre-K study shows significant improvements in reading, writing, and spelling abilities; Early Head Start participants show improved child development in many areas including enhanced family support for children's learning

2005 ◽  
Author(s):  
Keyword(s):  
Child Development ◽  
Head Start ◽  
Family Support ◽  
Early Head Start ◽  
Lower Income ◽  
Children’S Learning ◽  
Head Start Programs ◽  
Children's Development ◽  
Children’S Development ◽  
Children's Learning

scholarly journals Finding Fitting Solutions to Assessment of Indigenous Young Children’s Learning and Development: Do It in a Good Way

2021 ◽  
Vol 6 ◽  
Author(s):  
Jessica Ball
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Ways Of Knowing ◽  
Learning And Development ◽  
Early Childhood Programs ◽  
Children’S Learning ◽  
Indigenous Children ◽  
Children's Development ◽  
Children’S Development ◽  
Children's Learning

Standardized, norm-referenced assessments of young children’s learning and development pose a number of challenges when used with Indigenous children, beginning with the very notion of the construct “early childhood” that runs counter to some Indigenous ways of knowing and being. Indigenous community leaders and knowledge keepers reject the idea that all children should develop according to a homogenizing universal standard that is not grounded in specific culturally based goals and practices surrounding children’s development and does not respect each child’s unique character. Three key problems arise with creating appropriate assessment of Indigenous young children’s learning and development: 1) assessment in early childhood programs is often done from the perspective of whether children are on track to be ready for school; 2) school systems, early childhood programs, and practitioners face a barrage of pressure to measure children’s “progress” against universalist norms derived from Euro-Western ways of knowing and goals for children’s development; and 3) knowledge of diverse Indigenous young children’s varied lived experiences in today’s urban and rural communities is extremely limited. This paper discusses these obstacles and draws from the author’s many years of collaborating with Indigenous children, families, and communities to co-create culturally relevant assessment in a good way.

Supporting optimal child development through Early Head Start and Head Start programs: Reflections on secondary data analyses of FACES and EHSREP

2012 ◽  
Vol 27 (4) ◽  
pp. 708-715 ◽  
Author(s):  
Rachel Chazan-Cohen ◽  
Tamara G. Halle ◽  
Lauren R. Barton ◽  
Adam Winsler
Keyword(s):  
Child Development ◽  
Head Start ◽  
Early Head Start ◽  
Secondary Data ◽  
Data Analyses ◽  
Head Start Programs

scholarly journals Impact of child development at primary school entry on adolescent health—protocol for a participatory systematic review

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Michelle Black ◽  
Amy Barnes ◽  
Mark Strong ◽  
David Taylor-Robinson
Keyword(s):  
Systematic Review ◽  
Child Development ◽  
Health Outcomes ◽  
Primary School ◽  
Adolescent Health ◽  
Health Inequalities ◽  
Starting School ◽  
Children's Development ◽  
The Relationship ◽  
Children’S Development

Abstract Background Reducing child health inequalities is a global health priority and evidence suggests that optimal development of knowledge, skills and attributes in early childhood could reduce health risks across the life course. Despite a strong policy rhetoric on giving children the ‘best start in life’, socioeconomic inequalities in children’s development when they start school persist. So too do inequalities in child and adolescent health. These in turn influence health inequalities in adulthood. Understanding how developmental processes affect health in the context of socioeconomic factors as children age could inform a holistic policy approach to health and development from childhood through to adolescence. However, the relationship between child development and early adolescent health consequences is poorly understood. Therefore the aim of this review is to summarise evidence on the associations between child development at primary school starting age (3–7 years) and subsequent health in adolescence (8–15 years) and the factors that mediate or moderate this relationship. Method A participatory systematic review method will be used. The search strategy will include; searches of electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) from November 1990 onwards, grey literature, reference searches and discussions with stakeholders. Articles will be screened using inclusion and exclusion criteria at title and abstract level, and at full article level. Observational, intervention and review studies reporting a measure of child development at the age of starting school and health outcomes in early adolescence, from a member country of the Organisation for Economic Co-operation and Development, will be included. The primary outcome will be health and wellbeing outcomes (such as weight, mental health, socio-emotional behaviour, dietary habits). Secondary outcomes will include educational outcomes. Studies will be assessed for quality using appropriate tools. A conceptual model, produced with stakeholders at the outset of the study, will act as a framework for extracting and analysing evidence. The model will be refined through analysis of the included literature. Narrative synthesis will be used to generate findings and produce a diagram of the relationship between child development and adolescent health. Discussion The review will elucidate how children’s development at the age of starting school is related to subsequent health outcomes in contexts of socioeconomic inequality. This will inform ways to intervene to improve health and reduce health inequality in adolescents. The findings will generate knowledge of cross-sector relevance for health and education and promote inter-sectoral coherence in addressing health inequalities throughout childhood. Protocol Registration This systematic review protocol has been registered with PROSPERO CRD42020210011.

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