Intersectional Typologies of Children with Cultural Minority Backgrounds: Relation to School Readiness in Head Start

2021 ◽  
pp. 1-18
Author(s):  
Yujin Lee ◽  
Kyungmin Kim ◽  
Monica Yudron ◽  
Anne Douglass
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Cultural Minority

Family involvement and school readiness for a nationally representative Head Start sample

2010 ◽  
Author(s):  
Rebecca J. Bulotsky-Shearer ◽  
Ximena Dominguez ◽  
Elizabeth Bell ◽  
Johayra Bouza ◽  
Tracy Carter ◽  
...  
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Family Involvement ◽  
Nationally Representative

scholarly journals Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates

2011 ◽  
Vol 26 (4) ◽  
pp. 430-441 ◽  
Author(s):  
Amanda Berhenke ◽  
Alison L. Miller ◽  
Eleanor Brown ◽  
Ronald Seifer ◽  
Susan Dickstein
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Behavioral Indicators

scholarly journals Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program

2020 ◽  
Vol 53 ◽  
pp. 151-160 ◽  
Author(s):  
Janet A. Welsh ◽  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Brenda N. Heinrichs
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Sustained Effects ◽  
5Th Grade

The Head Start REDI Project and school readiness

2015 ◽  
pp. 208-233 ◽  
Author(s):  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Celene E. Domitrovich ◽  
Janet A. Welsh ◽  
Scott D. Gest
Keyword(s):  
Head Start ◽  
School Readiness

scholarly journals Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

2008 ◽  
Vol 20 (3) ◽  
pp. 821-843 ◽  
Author(s):  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Mark T. Greenberg ◽  
Clancy Blair ◽  
Celene E. Domitrovich
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Controlled Trial ◽  
Socioeconomically Disadvantaged ◽  
Social Emotional ◽  
Emotional Skills ◽  
Disadvantaged Children ◽  
Intervention Impact ◽  
Head Start Programs ◽  
The Impact

AbstractDespite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.

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