scholarly journals Early Childhood Education Programs

2001 ◽  
Vol 15 (2) ◽  
pp. 213-238 ◽  
Author(s):  
Janet Currie
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
Optimal Timing ◽  
Long Term Effects ◽  
Education Programs ◽  
Childhood Education ◽  
Disadvantaged Children ◽  
Model Programs

This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start would pay for itself if it produced a quarter of the long-term gains of model programs.

No Simple Answer: Critique of the Follow Through Evaluation

1978 ◽  
Vol 48 (2) ◽  
pp. 128-160 ◽  
Author(s):  
Ernest House ◽  
Gene Glass ◽  
Leslie McLean ◽  
Decker Walker
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
First Year ◽  
Elementary Grades ◽  
Service Program ◽  
Childhood Education ◽  
Disadvantaged Children ◽  
Educational Experiment ◽  
The U.S

Follow Through has been the largest and most expensive federal educational experiment in this country's history. Conceived in 1967 as an extension of Head Start, Follow Through was designed as a service program to improve the schooling of disadvantaged children in the early elementary grades. Before it was under way,however, an expected $120 million appropriation was slashed to only $15 milion for the first year. A decision was then made by the U.S. Office of Education to convert the program into a planned variation experiment, which systematically would compare pupils enrolled in different models of early childhood education—the Follow Through models—to each other and to pupils from non-Follow Through classes.

scholarly journals Sun Protection Behaviors in Head Start and Other Early Childhood Education Programs in Illinois

2018 ◽  
Vol 154 (3) ◽  
pp. 336 ◽  
Author(s):  
Megan Perez ◽  
Marie Donaldson ◽  
Namita Jain ◽  
June K. Robinson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
Sun Protection ◽  
Education Programs ◽  
Childhood Education

Teachers’ perspectives on communication and parent engagement in early childhood education programs for migrant farmworker children

2020 ◽  
Vol 18 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Julia Smith
Keyword(s):  
United States ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
Lived Experience ◽  
Parent Engagement ◽  
The United States ◽  
Education Programs ◽  
Migrant Farmworker ◽  
Childhood Education

As early childhood education programs in the United States increasingly serve a growing number of children from linguistically and culturally diverse families, understanding teacher practices to better serve these families continues to be an important focus for the profession. In programs that serve migrant farmworker families, little is known about teachers’ communication practices and ways in which teachers promote parent engagement with migrant farmworker families. This article explores the practices of teachers relevant to family communication and engagement in Migrant and Seasonal Head Start programs, a branch of Head Start program for farmworker families, mostly of Mexican origin. This study used qualitative methods of in-depth interviews and a focus group to bring forth the perspectives and lived experience of Spanish-speaking and English-speaking teachers working with farmworker families in the Great Lakes region of the United States. Key findings illustrate the role of shared language and culture, mediated language barriers, the reliability of interpreters and written communication, and authentic ways of creating home–school connections with the migrant farmworker community.

Bildungsgerechtigkeit in der Krise: Welche potenziellen Auswirkungen hat die Corona-Pandemie auf die frühe Bildung?

2021 ◽  
Vol 70 (7-8) ◽  
pp. 419-435
Author(s):  
Susanne Lochner ◽  
Katharina Kopp
Keyword(s):  
Early Childhood ◽  
Ad Hoc ◽  
Educational Inequality ◽  
Educational Equality ◽  
Long Term Effects ◽  
Childhood Education ◽  
Care Facilities ◽  
Frühe Bildung ◽  
The One

Die Maßnahmen zur Eindämmung der Covid-19-Pandemie trafen Familien mit kleinen Kindern besonders hart: Ausgangsbeschränkungen, die Abriegelung von Spielplätzen und allem voran die Schließungen von Kinderbetreuungseinrichtungen stellten nicht nur den familiären Alltag auf den Kopf, sondern haben möglicherweise auch langfristige Folgen für die altersgerechte Entwicklung und den Kompetenzerwerb von Kindern. Dieser Beitrag widmet sich der Frage, welche Auswirkungen sich aus den Einschränkungen des Kita-­Betriebs in der Corona-Pandemie auf die Bildungsgerechtigkeit in der frühen Kindheit ergeben können. Da keine vergleichbaren historischen Ereignisse zur Prognose von potenziellen Auswirkungen herangezogen werden können, werden zum einen die Ergebnisse von Wirksamkeitsstudien zu institutionalisierter früher Bildung aufbereitet und zum anderen erste Befunde aus ad-hoc Erhebungen des ersten Lockdowns im Frühjahr 2020 analysiert. Bilanzierend werden aus den Befunden mögliche kurz-, mittel- und langfristige Auswirkungen abgeleitet, die Bildungsungerechtigkeit bereits in der frühen Kindheit verstärken können. Abstract: Educational Equality in the Crisis: What Impact does the Corona Pandemic have on Early Childhood Education? The actions taken to contain the Covid-19 pandemic hit families with young children particularly hard. Social restrictions, the closure of playgrounds and, above all, the lockdown of day-care facilities did not only turn everyday family life upside down, but could also have long-term consequences for child development and acquisition of skills. This article is devoted to the question of what effects the measures to contain the coronavirus pandemic can have on educational equality in early childhood. Since no comparable historical events can be used to forecast potential impacts, the results of efficacy studies on institutionalized early education are reported on the one hand and initial findings from ad-hoc surveys conducted during the first lockdown in spring 2020 are ana­lyzed on the other. The findings suggest short, middle and long-term effects of the corona measures taken that can intensify educational inequality in early childhood.

Poeticalization and Storying; www.mmm.com

2018 ◽  
Vol 25 (7) ◽  
pp. 637-640 ◽  
Author(s):  
Merete Moe ◽  
Anne B. Reinertsen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sick Leave ◽  
Working Life ◽  
Well Being ◽  
Work Environments ◽  
Childhood Education ◽  
Work World ◽  
Education And Care

A threshold situation is a kind of crisis of, for example, deteriorating health. Fall 2014, a project was conducted, focusing on writing for well-being with a former employee and leader at an Early Childhood Education and Care, now on long-term sick leave. Here is her story and poem; her writings/Sis. Our stories and theory/practice/data/interpretive poems; our writings/Merete and Anne: Our companionship, company, and compassion: Sis/Merete/Anne.Com . We aim at Deleuze and Guattarian safespace writing. In modern working life participation, empowerment, governance, and self-leadership is considered vital for creating good psychosociological work environments. Foucault’s concept governmentality aims to elucidate how we are created as subjects, looking at how we are governed by others and by ourselves according to norms and expectations in organizations, society, and from ourselves. We think with poetry to open up, explore, and fabulate. We call it poeticalization and storying and work and worlds and words or rather work/world/word/making/melding/mattering/Sis/Merete/Anne: www.mmm.com .

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