Early Identification of Developmental Strengths and Weaknesses in Preschool Children

1979 ◽  
Vol 46 (1) ◽  
pp. 8-13 ◽  
Author(s):  
Douglas G. Ullman ◽  
Donald F. Kausch
Keyword(s):  
Head Start ◽  
Nursery School ◽  
Teacher Evaluations ◽  
Preschool Age ◽  
Cutoff Score ◽  
Lower Socioeconomic ◽  
Head Start Children ◽  
Preschool Age Children ◽  
Child Development Inventory ◽  
Head Start Teacher

The ability of the Minnesota Child Development Inventory (MCDI) to identify developmental strengths and weaknesses was investigated with 60 nursery school children and 62 Head Start children. As expected, the MCDI identified more problems in the high risk Head Start group and, for five of the eight developmental areas, significantly predicted subsequent Head Start teacher evaluations of each child. Also, modifying the MCDI cutoff score reduced substantially the false negatives. Thus, the MCDI was found to show some promise as a useful developmental screening instrument for lower socioeconomic, preschool age children. Implications for remedial planning are addressed.

Female Caregivers' Perceptions of Fathers' and Significant Adult Males' Involvement with Their Head Start Children

2000 ◽  
Vol 81 (2) ◽  
pp. 186-196 ◽  
Author(s):  
Jay Fagan ◽  
Nidhal Newash ◽  
Annemarie Schloesser
Keyword(s):  
Head Start ◽  
Preschool Age ◽  
Adult Males ◽  
Level Of Involvement ◽  
Head Start Children ◽  
Preschool Age Children ◽  
Head Start Programs ◽  
Almost All ◽  
Physical Care

This study of 59 randomly selected female caregivers explored the level of involvement of Head Start fathers and other significant males with their preschool-age children. The findings revealed that the majority of households had a significant male living in them. Almost all of the female caregivers reported a significant male's involvement, and almost one-half reported a second significant male's involvement, in their Head Start child's life. Significant males' involvement was concentrated in the areas of physical care and socialization, and the men were perceived to have little involvement in Head Start activities. Implications for Head Start programs are discussed.

scholarly journals Longer-Term Effects of Head Start

2002 ◽  
Vol 92 (4) ◽  
pp. 999-1012 ◽  
Author(s):  
Eliana Garces ◽  
Duncan Thomas ◽  
Janet Currie
Keyword(s):  
High School ◽  
Head Start ◽  
Intervention Program ◽  
Panel Study ◽  
Preschool Age ◽  
Income Dynamics ◽  
Early Intervention Program ◽  
Head Start Children ◽  
Preschool Age Children ◽  
Positive Spillovers

Specially collected data on adults in the Panel Study of Income Dynamics are used to provide evidence on the longer-term effects of Head Start, an early intervention program for poor preschool-age children. Whites who attended Head Start are, relative to their siblings who did not, significantly more likely to complete high school, attend college, and possibly have higher earnings in their early twenties. African-Americans who participated in Head Start are less likely to have been booked or charged with a crime. There is some evidence of positive spillovers from older Head Start children to their younger siblings.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

scholarly journals Development of selective attention in preschool-age children from lower socioeconomic status backgrounds

2017 ◽  
Vol 26 ◽  
pp. 101-111 ◽  
Author(s):  
Amanda Hampton Wray ◽  
Courtney Stevens ◽  
Eric Pakulak ◽  
Elif Isbell ◽  
Theodore Bell ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Selective Attention ◽  
Preschool Age ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Teacher–Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start

2016 ◽  
Vol 27 (6) ◽  
pp. 751-769 ◽  
Author(s):  
Ji Young Choi ◽  
Sherri Castle ◽  
Amy C. Williamson ◽  
Emisha Young ◽  
Lauren Worley ◽  
...  
Keyword(s):  
Executive Function ◽  
Head Start ◽  
Preschool Age ◽  
Preschool Age Children

scholarly journals Southside Simple Suppers Scale-Up (S4): A Hybrid Type Two Effectiveness-Implementation Trial Evaluating a Childhood Obesity Prevention Family Meals Program

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 238-238
Author(s):  
Leah May ◽  
Amy Sharn ◽  
Miranda Westrick ◽  
Ashley Walther ◽  
Carolyn Gunther
Keyword(s):  
Data Collection ◽  
Head Start ◽  
Low Income ◽  
Scale Up ◽  
Preschool Age ◽  
Food Preparation ◽  
Implementation Outcomes ◽  
Preschool Age Children ◽  
Fiscal Efficiency ◽  
Implementation Trial

Abstract Objectives Simple Suppers is a 10-week evidence-based intervention (EBI) designed to improve family mealtime routines and child weight status among racially diverse elementary-age children from low-income households. Results from a previous trial demonstrated effectiveness, thereby warranting a scale-out study to reach other child populations (i.e., preschool-age children). In the current study, Southside Simple Suppers Scale-Up (S4), we propose a hybrid type 2 effectiveness-implementation trial, which has a dual focus on effectiveness and implementation outcomes. This type of trial will allow facilitation of the research translation process to develop effective solutions to promote the health of preschool-age children. Methods S4 is occurring during the 2019–20 school year (fall, winter, spring) at 3 Head Start sites (school readiness program for low-income children). Effectiveness outcomes (child food preparation skills, family meal routines) are collected at pre- and post-programming via direct measure and survey. Child food preparation skills are rated on 4-point Likert scale (strongly disagree to strongly agree). Family mealtime routines (i.e., eating meals together, TV on while eating) are reported by number of days per week. Implementation outcomes (adoption, fidelity, fiscal efficiency) are collected throughout programming. Adoption is assessed by weekly attendance. Fidelity is assessed with a program-specific checklist and videotaping. Fiscal efficiency is evaluated by assessing cost of programming per family. Results Nineteen caregivers completed data collection for the fall session. 55.6% families were low-income. Mean(SD) caregiver age was 37.6(12.1) yr, 94.7% were female, 84.2% were Black, and mean(SD) BMI was 35.3(11.2) kg/m2. Mean(SD) child age was 3.4(0.5) yr, 47.6% were female, and mean (SD) BMI z-score was 1.16(1.38). Child food preparation skills significantly increased from pre- to post-test (P < 0.05); there were no significant changes in family mealtime routines. Programming was delivered as intended 78% of the time and mean cost of weekly programming was $8.63 per family. Programming and data collection will be complete in spring 2020. Conclusions Results from this novel hybrid effectiveness-implementation trial will inform the future scale-up of the EBI Simple Suppers program in Head Start. Funding Sources USDA NIFA.

Analysis of Complexity Preference in Head Start and Nursery School Children

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1131-1137 ◽  
Author(s):  
Hal R. Arkes ◽  
A. Wade Boykin
Keyword(s):  
Head Start ◽  
School Children ◽  
Nursery School ◽  
Head Start Program ◽  
Random Polygons ◽  
Head Start Children ◽  
Lower Complexity ◽  
Complexity Preference ◽  
Start Program

The complexity preference of Head Start and nursery school children was assessed using both familiar geometric forms and random polygons. Before the Head Start program began the Head Start children exhibited a preference for lower complexity with geometric forms than did the nursery school children. After the program there was no difference in complexity preference with these forms. The two groups of children never differed on preference for random polygons.

scholarly journals TRAINING OF FUTURE NURSERY SCHOOL TEACHERS FOR THE ORGANIZATION OF THE PRESCHOOL AGE CHILDREN THEATRICAL ACTIVITY

2018 ◽  
pp. 91-103
Author(s):  
Lyudmila Lubchak
Keyword(s):  
Nursery School ◽  
Preschool Age ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Pedagogical Skills ◽  
Puppet Theater ◽  
Preschool Age Children

In order to increase readiness of future educators to organize theatrical activity in modern pre-school establishments, it is proposed not to include new educational disciplines to the universities’ curriculum, but to offer practical tasks for students to organize various kinds of children's theatrical activity in context of an existing disciplines of pedagogical cycle and in the process of pedagogical practice. Excursions to a puppet theater, manufacturing of various types of puppet theater with their subsequent presentation, demonstration of fragments of puppet performances during classes and pedagogical skills competitions, study of advanced pedagogical experience, etc. are considered to be effective forms and methods of work as part of practical classes of “Pedagogical Excellence”.

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