A Look at the Relationship Between Disability and the Emergent Literacy and Numeracy Skills of Black Boys Attending Head Start

2008 ◽  
Author(s):  
Roseanne L. Flores
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Black Boys ◽  
Numeracy Skills ◽  
The Relationship

The relationship of teacher ratings of executive functions to emergent literacy in Head Start

2019 ◽  
Vol 33 (4) ◽  
pp. 963-989
Author(s):  
Stephen R. Hooper ◽  
Lara-Jeane C. Costa ◽  
Melissa B. Green ◽  
Stephanie R. Catlett ◽  
Alexandra Barker ◽  
...  
Keyword(s):  
Head Start ◽  
Executive Functions ◽  
Emergent Literacy ◽  
Teacher Ratings ◽  
Relationship Of ◽  
The Relationship

scholarly journals The Effect of Simple Suppers, A Family Meal Program, on The Relationship between Children's Food Preparation Skills and Their Involvement in Meal Preparation

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1360-1360
Author(s):  
Ashley Walther ◽  
Leah May ◽  
Amy Sharn ◽  
Miranda Westrick ◽  
Carolyn Gunther
Keyword(s):  
Head Start ◽  
Low Income ◽  
Pearson Correlation ◽  
Preschool Age ◽  
Family Meals ◽  
Food Preparation ◽  
Family Meal ◽  
Meal Preparation ◽  
Child Involvement ◽  
The Relationship

Abstract Objectives Examine the relationship between children's food preparation skills and their involvement in meal preparation with their caregiver among families participating in a Head Start family meals program (Simple Suppers). Methods Simple Suppers is an 8-week family meals program tailored to low-income caregivers and their preschool age child(ren). The study design is a single arm pre- to post-test, and the intervention is occurring during the 2019–2020 school year (fall, winter, and spring sessions) at 3 Head Start sites. Caregiver lessons focus on overcoming family meal barriers (i.e., meals on a budget, time saving strategies) through interactive group discussions and goal setting. Child lessons focus on age-appropriate food preparation skills through experiential learning. Children's food preparation skills are assessed via a 9-item questionnaire. Questions are situated on a 4-pt Likert scale (1 = strongly disagree (1pt); 4 = strongly agree (4pt)). Child involvement in meal preparation is assessed with a single item scalar question (0–7 times per week). Pearson correlation was used to examine the relationship between child food preparation skills and involvement in meal preparation. Significance was set at P < 0.05. Results 19 families completed data collection for the fall session. 55.6% were low-income according to federal poverty guidelines, mean (SD) caregiver age was 37.6 (12.1), 94.7% were female, and 84.2% were non-Hispanic Black. Mean (SD) child age was 3.4 (0.5) and 47.6% were female. There was a significant association between the change in child food preparation skills and the level of child involvement in meal preparation with their caregiver (r = 0.62, P < 0.01). Conclusions Preliminary data from this study demonstrate that children's food preparation skills influence the extent to which they are involved in preparing family meals with their caregivers. Funding Sources USDA NIFA CYFAR.

Outcomes of an Emergent Literacy Intervention in Head Start Homes and Classrooms

1997 ◽  
Vol 1 (1) ◽  
pp. 137-147
Author(s):  
Andrea A. Zevenbergen ◽  
Grover J. Whitehurst ◽  
Adam C. Payne ◽  
Deanne A. Crone ◽  
Margaret D. Hiscott ◽  
...  
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Literacy Intervention

Outcomes of an emergent literacy intervention from Head Start through second grade.

1999 ◽  
Vol 91 (2) ◽  
pp. 261-272 ◽  
Author(s):  
Grover J. Whitehurst ◽  
Andrea A. Zevenbergen ◽  
Deane A. Crone ◽  
Margaret D. Schultz ◽  
Olivia N. Velting ◽  
...  
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Literacy Intervention ◽  
Second Grade

scholarly journals Competências de matemática e de literacia emergente: Estudo correlacional

2017 ◽  
Vol 30 (1) ◽  
pp. 85
Author(s):  
Joana Amaral ◽  
Joana Cruz ◽  
Patrícia Constante ◽  
Patrícia Pinto ◽  
Marta Almeida ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Early Identification ◽  
Correlational Analysis ◽  
Written Language ◽  
Contextual Influences ◽  
Math Skills ◽  
Educational Risk ◽  
The Relationship

Tem sido amplamente relatada a importância da implementação de projetos de intervenção que facilitem o desenvolvimento de competências de linguagem oral, consciência fonológica, linguagem escrita, e matemáticas, desde a educação pré-escolar, bem como a necessidade de identificação atempada de crianças em risco educacional. Este estudo apresenta como objetivo analisar em que medida o desempenho das crianças em idade préescolar nas competências de linguagem oral, consciência fonológica e linguagem escrita está correlacionado com o desenvolvimento de competências matemáticas. Participaram no estudo 99 crianças que frequentavam a educação pré-escolar. Recorreu-se a análises correlacionais de modo a perceber a relação entre as variáveis em questão. Os resultados permitem constatar que as competências em estudo estão correlacionadas entre si, de modo estatisticamente significativo, não sendo encontradas diferenças estatisticamente significativas entre rapazes e raparigas. Estes resultados sugerem a relevância do contexto de proveniência das crianças, apresentando implicações para a avaliação psicológica e para a prática pedagógica.Palavras-chave: Competências matemáticas; Educação pré-escolar; Linguagem oral; Literacia emergente. ABSTRACTIt has been well documented the importance of the implementation of preschool interventions that facilitate the development of oral language, phonological awareness, written language and math skills, as well as the need of an early identification of children at educational risk. The aim of the present study is to examine the relationship between children’s competence in oral language, phonological awareness, written language and mathematic competencies in preschool years. A total of 99 children participated in this study. Correlational analysis was used to understand the relation between the variables in the study. The results suggest that oral language, phonological awareness, written language and mathematic competencies are correlated. No statistical differences were found among boys and girls. These findings suggest that the growth in these skills may be related to contextual influences. These findings highlighted the implications to psychological evaluation and for pedagogic practice.Keywords: Math skills; Kindergarten; Oral language; Emergent literacy

Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start

2020 ◽  
Vol 57 (5) ◽  
pp. 2132-2174 ◽  
Author(s):  
Anna J. Markowitz ◽  
Daphna Bassok ◽  
Jason A. Grissom
Keyword(s):  
Head Start ◽  
Parental Involvement ◽  
Educational Outcomes ◽  
Parental Engagement ◽  
Children And Families ◽  
Ethnic Match ◽  
Hispanic Families ◽  
Using Data ◽  
The Relationship ◽  
Racial Ethnic

Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teacher-child racial/ethnic match and parental involvement both across and within Head Start centers. Findings suggest that match enhances parental engagement and decreases student absences, particularly among Hispanic families, suggesting that family engagement may be one potential mechanism by which racial/ethnic match improves educational outcomes. Findings also have implications for policies that reduce the diversity of the Head Start workforce.

scholarly journals Education–Job Fit and Work-Related Learning of Recent Graduates: Head Start or Filling a Gap?

2020 ◽  
pp. 089484532090478
Author(s):  
Ilke Grosemans ◽  
Katrien Vangrieken ◽  
Liesje Coertjens ◽  
Eva Kyndt
Keyword(s):  
Head Start ◽  
Informal Learning ◽  
Learning Activities ◽  
Job Fit ◽  
Work Related ◽  
Learning At Work ◽  
Formal And Informal Learning ◽  
Recent Graduates ◽  
First Job ◽  
The Relationship

Graduates’ education and its alignment with the first job are of key influence on graduates’ career. It is argued that education–job fit affects work-related learning, which is important for recent graduates to cope with the demands of their new job. Theoretically, two (contradicting) processes have been put forward describing the relationship between education–job fit and work-related learning: Whereas the complementing hypothesis argues that work-related learning builds on existing competences, the substituting hypothesis assumes that work-related learning compensates in case of misalignment. These hypotheses were assessed by identifying latent fit profiles of recent graduates ( N = 779) and comparing differences regarding work-related learning. Four distinct profiles were identified: full fit, horizontal fit, vertical fit, and full misfit. Results supported the complementing hypothesis, arguing that learning at work complements what was learned during higher education. Furthermore, this study demonstrated how fit profiles differently influence formal and informal learning activities.

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