Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

2021 ◽  
Vol 696 (1) ◽  
pp. 80-105
Author(s):  
Julia Mendez Smith ◽  
Danielle Crosby ◽  
Christina Stephens
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Low Income ◽  
Culturally Responsive ◽  
Preschool Age ◽  
Hispanic Children ◽  
High Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Low Income Families

Significant investments in public early childhood care and education (ECE) have yielded higher Hispanic enrollment in preschool-age programs, but progress has been uneven and inconsistent, especially for the youngest Hispanic children and low-income families. We review how ECE has contributed to Hispanic children’s development, offering a detailed review of Hispanic children’s participation in ECE, including evidence of effectiveness from ECE programs such as Early Head Start and Head Start, and state pre-K programs. We conclude with a discussion of why Hispanic children remain underserved by ECE and what policy changes could increase participation in these programs among Hispanics. We argue for expansion of established high-quality ECE into Hispanic-dense communities, for strategies that enroll and retain Latino children in ECE in ways that are family-centered and culturally responsive, and that ECE must adapt to better serve Hispanic families and dual language learners who require culturally appropriate pedagogy.

Exploration of the Early Childhood Care and Education Provided in Kindergartens in Japan

2019 ◽  
Vol 8 (2) ◽  
pp. 24-29
Author(s):  
Manjinder Kaur
Keyword(s):  
Early Childhood ◽  
World War Ii ◽  
World War ◽  
High Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Different Types ◽  
Education And Care ◽  
Set Up ◽  
Shed Light

This study tends to shed light on early childhood care and education (ECCE) institutions with special reference to kindergartens in Fukuoka, Japan. The choice of the topic for study was derived by the importance of ECCE in children’s life and huge economic growth of Japan after worst effects of world war-II, which are thought to be linked with the education that children receives in Japan. The study is limited to four kindergartens in Fukuoka City and observations made for the study refers to 2018. Herein, different types of institutions providing ECCE, their infrastructural set-up, activities, along with curriculum are discussed. At the end, issues and challenges of ECCE system in Japan are discussed. It has been observed that the infrastructural facility and nature of activities are of high quality. Each and every care is being taken to inculcate habits, as well as to maintain physical and intellectual growth of children. The children seem to be highly happy and enjoy learning via various activities in these schools. It is clear that the devised policies on education and care of children are implemented in full spirit.

Parent-Reported Medication Use in a Head Start Population

2008 ◽  
Vol 24 (5) ◽  
pp. 319-325
Author(s):  
Tara M. Brinkman ◽  
John S. Carlson
Keyword(s):  
Head Start ◽  
Low Income ◽  
Medication Use ◽  
School Nurses ◽  
Psychotropic Medications ◽  
Hispanic Children ◽  
Raising Awareness ◽  
Head Start Children ◽  
Different Types ◽  
Reported Data

This study investigates the prevalence of medication use within a Head Start population. Parent-reported data ( N = 1,397) from initial enrollment information indicated 6.8% of children were taking 34 different types of medication. More than two thirds (69%) of those on medication were prescribed more than one medication, and more than one third (37%) were taking three or more medications. The majority of children were reported to be taking medications that were asthma (88%) or allergy (17%) related. Psychotropic medications accounted for 4% of the medications, indicating a prevalence of less than 0.3%. African American and Hispanic children were overrepresented in those taking medicines. School nurses can work with parents and caregivers of Head Start children by raising awareness of (1) the benefits and side effects of medications commonly taken within this population, (2) the significant role that asthma medications play in low-income areas, and (3) the issues and challenges associated with polypharmacy practices.

scholarly journals Perceptions of Preventive Health Care and Healthy Lifestyle Choices for Low Income Families: A Qualitative Study

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Sasha A. Fleary ◽  
Reynolette Ettienne-Gittens ◽  
Robert W. Heffer
Keyword(s):  
Head Start ◽  
Protective Factors ◽  
Low Income ◽  
Healthy Lifestyle ◽  
Preventive Health Care ◽  
Preventive Health ◽  
Lifestyle Choices ◽  
Low Income Families ◽  
Definition Of ◽  
Healthy Lifestyle Choices

This paper examines Head Start parents’ perceptions of preventive health and healthy lifestyle choices and Head Start administrators’ perceptions of the needs of parents they serve. To address the preventive health of the population, it is necessary that we explore perceptions, risks, and protective factors of preventive health. Focus groups were conducted with parents and administrators to elicit this information and to obtain suggestions for improving preventive health and healthy lifestyle choices among this group. Overall, nutrition and physical activity emerged as themes in parents’ definition of preventive health and healthy lifestyle choices. They further identified social support and education as major protective factors for engaging in preventive health and healthy lifestyle choices. Results of this study can be used to inform research and practice to develop interventions to increase preventive health and healthy lifestyle choices among low income families.

Preparing Pre-Service Teachers' Expectations and Resilience

2017 ◽  
pp. 24-47
Author(s):  
Christine Rosalia
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
English Language ◽  
Graduate Program ◽  
Responsive Teaching ◽  
Subway Train

The purpose of this study is to describe an ongoing service-learning project that brings pre-service teachers in an MA graduate program in Teaching English as a Second Language to tutor English language learners in a low-income urban high school. Excerpts from nine different teachers on sessions with the same learner offer snapshots of the learner's progress as he interacts with them. Impact on teacher expectations and demonstrated resilience working with this student is evaluated in concert with how well the project embodies the standards of service-learning as mutually beneficial practice. An analogy will be drawn between the behaviors of passengers in a stopped subway train and the varied ways teacher candidates and the project as a whole embodies culturally responsive teaching.

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.

scholarly journals Empowering Head Start to Improve Access to Good Oral Health for Children from Low Income Families

2008 ◽  
Vol 15 (7) ◽  
pp. 876-882 ◽  
Author(s):  
Peter Milgrom ◽  
Philip Weinstein ◽  
Colleen Huebner ◽  
Janessa Graves ◽  
Ohnmar Tut
Keyword(s):  
Oral Health ◽  
Head Start ◽  
Low Income ◽  
Low Income Families ◽  
Improve Access

Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness

2019 ◽  
Vol 57 (1) ◽  
pp. 339-370 ◽  
Author(s):  
Maria C. Limlingan ◽  
Christine M. McWayne ◽  
Elizabeth A. Sanders ◽  
Michael L. López
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Language Learners ◽  
Low Income ◽  
Dual Language ◽  
Cooperative Behavior ◽  
Approaches To Learning ◽  
Dual Language Learners ◽  
Future Research ◽  
Classroom Language

The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Head Start classrooms with higher concentrations of DLLs had teachers who reported lower average levels of children’s cooperative behavior. In addition, DLL students in classrooms where teachers used more Spanish for instruction and demonstrated more emotionally supportive teacher-child interactions were found to have higher average scores on measures of approaches to learning. Implications and directions for future research related to classroom language contexts are discussed.

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