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Early childhood teachers play a critical role in the kindergarten readiness of preschool age children. Yet, they often receive little and insufficient training in the use of evidence-based practices that can increase academic success and prevent undesired behaviors. As a result, preschool teachers tend to use more exclusionary practices when disciplining students. A promising strategy for developing the skills of preschool teachers is the use of bug-in-ear coaching, a coaching strategy where a trained individual provides in-the-moment support to a teacher from a location outside of the classroom. This study examined bug-in-ear coaching to support preschool teachers in using opportunities to respond during explicit math instruction. A multiple baseline design across teachers was used to assess the impact of the intervention on the teachers' rates of implementation of opportunities to respond. Bug-in-ear coaching was associated with an increased rate of opportunities to respond for all teachers during the intervention with a functional relation for two out of four teachers. All teachers' rates of opportunities to respond were below their intervention rates during maintenance. Further, teachers reported enjoying the intervention and the opportunity given to improve their practices. Teachers also expressed their desire to have this level of coaching in their centers. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families. Method: In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching. Results: Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension. Conclusions: Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year. [ABSTRACT FROM AUTHOR]

• This study examined the home language experience profiles of DLLs in MSHS. • Group 1 had bilingual exposure. Group 2 had more exposure to Spanish from adults. • Child and family characteristics were related to DLLs' profile group membership. • Children in Group 2 presented higher Spanish literacy skills. • Two groups did not differ in conceptual receptive language and English literacy. Children from migrant and seasonal farmworker (MSFW) families are among the most educationally disadvantaged and underserved groups in the United States; however, they have received limited research attention. Using a large nationally representative sample of MSFW children in Migrant and Seasonal Head Start (MSHS) programs, this study offered national portraits of MSHS Spanish-English speaking children's language experience profiles in their homes. Preschool-aged Spanish-English dual language learners (DLLs; N = 280) were classified into two distinct profiles: (1) the Bilingual Exposure group (58.9%), comprising DLLs who had Spanish-English exposure from both adults and children, and (2) the Adult-Spanish, Child-Bilingual Exposure group (41.1%), consisting of DLLs who had Spanish-dominant exposure from adults and exposure to both languages from other children. Compared to the Adult-Spanish, Child-Bilingual Exposure group, children in the Bilingual Exposure group were more likely to come from non-immigrant families, had mothers with higher educational levels, and engaged in more home learning activities. When literacy skills were compared, the Adult-Spanish, Child-Bilingual Exposure group presented higher Spanish letter-word identification skills than the Bilingual Exposure group. No group differences were found in English letter-word identification and bilingual auditory comprehension. Our findings suggest the importance of Spanish language experience at home and call for tailoring educational approaches that consider the diverse home experiences of DLLs attending MSHS. [ABSTRACT FROM AUTHOR]

Research Findings: Teachers in early care and education (ECE) face tremendous challenges, which can lead to poor well-being, low job satisfaction, and high turnover rates. Thus, it is essential to understand the factors related to job satisfaction as well as the well-being resources that teachers need. The study used multilevel modeling to examine the associations between organizational factors and teachers' job satisfaction among 166 Head Start teachers. Results indicate that organizational climate and diversity climate within the centers were positively associated with teachers' job satisfaction. However, the availability of well-being resources was not significantly related to teachers' satisfaction with their job. Teachers identified higher wages, less paperwork, and support for managing children's behaviors as the most needed resources for their well-being. Practice or Policy: The study addresses the importance of a positive work climate for policymakers and program leaders to consider as a way of improving ECE teachers' job satisfaction. It also emphasizes the most needed well-being resources identified by teachers, especially those working with children in poverty. [ABSTRACT FROM AUTHOR]

Purpose: Uncorrected refractive errors (REs) and amblyopia can lead to visual impairment with deleterious effects on quality of life and academic performance. Early detection and treatment by community vision care programs, such as the UCI EyeMobile for Children, can aid in addressing preventable vision loss. Methods: A total of 5074 children between the ages of 3 and 10 years were screened at 153 locations, including preschools, head start programs, and elementary schools within Orange County (OC), California (CA). Subsequently, 1024 children presented for comprehensive eye examinations. A retrospective analysis of all examined children was conducted, determining the frequency and severity of REs and amblyopia and the spectacle prescription rate by age. Propensity score matching analysis evaluated the effect of median household income on RE and amblyopia frequency. Results: Among those who failed initial screening and were subsequently examined, significant rates of REs and amblyopia were detected: myopia (24.4%), hyperopia (35.4%), astigmatism (71.8%), anisometropia (8.9%), amblyopia (7.0%), and amblyopia risk (14.4%). A majority (65.0%) of those examined received prescription spectacles from UCI EyeMobile, with around a third requiring a new or updated prescription. The frequency of REs and amblyopia and the spectacle prescription rate were uniform across OC congressional districts. Myopia and amblyopia risk was positively and negatively associated with household income, respectively. Conclusion: The UCI EyeMobile for Children serves as a vital vision care program, providing free vision screening, comprehensive eye examinations, and spectacles. A significant number of children required examination, and a high frequency of REs and amblyopia were detected in examined children, with subsequent provision of prescription spectacles to most children. [ABSTRACT FROM AUTHOR]

The documented challenges of the early care and education (ECE) workforce include poor well-being, inadequate compensation, and high turnover rates. The COVID-19 pandemic not only exacerbated these issues, but also imposed additional demands such as virtual instruction, highlighting the need to understand how teachers' well-being relates to their adaptability in teaching. The present study examined whether early childhood teachers' well-being is directly and indirectly related to adaptability to virtual instruction via teachers' executive function during the COVID-19 pandemic. With a research-practice partnership project in a Head Start program in a metropolitan area in the central United States, data were collected from the Early Head Start/Head Start annual teacher survey (n = 148). Mediation analysis showed that teachers who demonstrated higher well-being displayed higher levels of executive function, which in turn was associated with greater adaptability in virtual instruction. Beyond the pandemic, findings highlight the importance of supporting teachers' well-being and executive functions to promote adaptability, which is critical not only in virtual instruction, but also in successfully navigating other challenges of the teaching profession. [ABSTRACT FROM AUTHOR]

Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating U.S. Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics, including literacy log competition, this study examined which factors adequately predicted vocabulary growth as measured by Peabody Picture Vocabulary Test–Fourth Edition standard scores. Results indicated that vocabulary increased significantly for children who were enrolled in participating Head Start pre-kindergarten (Pre-K) programs. Important predictors of the magnitude of vocabulary growth during an academic year included sex, language(s) spoken in the home, and completion of home literacy logs. Clinical implications of this study would warrant recommending home literacy logs as a component of holistic Head Start programming, as completion of literacy logs emerged as an important variable in predicting the magnitude of vocabulary growth second only to race and sex. [ABSTRACT FROM AUTHOR]

This document summarizes a study on the Pro Kind program, a German adaptation of the US Nurse Family Partnership (NFP) home visiting program. The study found that the program had positive effects on cognitive development, mother-child interactions, and maternal investments. It also showed that the program had persistent effects on mental health disorders, particularly when a single home visitor (a midwife) interacted with the families. The study suggests that the effectiveness of the program may be due to differences in qualifications, the content of home visits, and the establishment of a trusting relationship with the home visitor. These findings have implications for the prevention of mental disorders and the design of public health programs. [Extracted from the article]

This article explores the effects of expanding access to pre-K programs and increasing school funding on student achievement in California. It emphasizes the importance of early childhood education and its potential benefits for children's well-being and socioeconomic success. The study specifically examines the impacts of California's Transitional Kindergarten (TK) program and the Local Control Funding Formula (LCFF) on student learning trajectories and achievement gaps. The research design employs regression discontinuity and difference-in-difference approaches to isolate the causal effects of TK attendance and school funding on student outcomes. The findings aim to provide insights into the relationship between pre-K access, school resources, and student achievement. The document presents the results of a study on the effects of Transitional Kindergarten (TK) attendance on student achievement in math and reading. The study reveals that TK attendance significantly enhances achievement in both subjects, particularly for students from low-income families. The effects of TK attendance are more pronounced for students attending schools with higher levels of funding. The study suggests that TK and preschool programs have the potential to narrow the achievement gap and improve outcomes for socioeconomically disadvantaged students. [Extracted from the article]

This article discusses the relationship between early childhood education and later education in North Carolina, specifically focusing on the impact of state-funded preschool programs and K-12 school funding reforms. The study analyzes data from birth records and educational administrative data to examine the effects of these programs on fifth-grade outcomes. The results show that early childhood education programs have a positive effect on academic achievement, while increased K-12 per pupil spending has null or negative effects. The study suggests that further research is needed to understand how K-12 finance can support student achievement and why court-ordered funding reforms did not have the intended effects. [Extracted from the article]

"The Unreasonable Effectiveness of Algorithms" explores the use of algorithms in addressing policy problems in fields such as education, criminal justice, health, and regulation. The authors calculate the Marginal Value of Public Funds (MVPF) for these algorithms, finding that each algorithm considered has an MVPF of infinity, indicating significant benefits and low costs to the government. The article provides specific examples, such as algorithms aiding judges in pretrial release decisions and targeting workplace safety inspections, to illustrate the potential benefits of algorithmic interventions. The authors argue for further research and evaluation of algorithms in policy development, while acknowledging the need for understanding human-algorithm interaction and optimization. [Extracted from the article]

• Five combinations, or "profiles", of household factors emerged in this sample of children enrolled in Head Start. • Household profiles were differentially associated with children's absenteeism. • Children in the (1) low relative risk and (2) unsupported and high food insecurity profiles had the lowest absenteeism. • Children in the high relative stress household profile had the highest absenteeism. • Home-school connection factors were negatively associated with children's absenteeism, which did not vary by profile. Understanding who is absent and what levers may reduce absenteeism is important for promoting not only children's attendance at school but also their learning and development across the school year. The absenteeism literature has primarily focused on socioeconomic status as a key predictor of absenteeism, which ignores the heterogeneity in the lived experiences of children from low-income households that are relevant for their absenteeism. Within a nationally representative sample of children enrolled in Head Start (N = 2,439), this study used latent profile analysis to understand whether and how patterns of household factors predicted children's absenteeism, as well as for whom two school-home connection factors may be more versus less salient levers for reducing absenteeism. Five household profiles emerged in this sample of children enrolled in Head Start. These combinations meaningfully predicted absenteeism above and beyond household income alone. Moreover, parents' satisfaction with Head Start and programs' provision of family support services were negatively associated with children's absenteeism, and these associations did not vary by profile. These findings highlight the importance of examining the heterogeneity in the types and combinations of household characteristics children may experience and point to school-home connections as an important focus area for programs. [ABSTRACT FROM AUTHOR]

Secondary analysis of the Early Head Start Family and Child Experiences Survey 2018 data set (Baby FACES 2018) explored links between family risk events and referral-making and referral uptake among families receiving Early Head Start (EHS) services. Referrals to both behavioral health and entitlement programs were considered. Results showed that referrals to behavioral health programs were much more likely to be given to families receiving care from home-based care than center-based care, and that referrals were slightly more likely to be given to families who did not have any family risk events. Several factors also moderated the relationship between family risk and referrals, including perceived closeness of the parent/caregiver–EHS staff relationship, family conflict, and caregiver depression. There were no observed effects for referrals to entitlement programs. Caregiver depression weakened the link between family risk and service uptake for entitlement programs. [ABSTRACT FROM AUTHOR]

Background: Marginalized mothers are disproportionately impacted by depression and face barriers in accessing mental health treatment. Recent efforts have focused on building capacity to address maternal depression in Head Start; however, it is unclear if mental health inequities can be addressed by two-generation programs in Head Start settings. Therefore, this study examined the implementation outcomes and processes of a two-generation program called "Healthy Moms, Healthy Kids" (HMHK) that provided an evidence-based depression treatment to ethnic minority Head Start mothers. Method: Quantitative and qualitative data were collected and merged in a convergent mixed method design in accordance with the RE-AIM Qualitative Evaluation for Systematic Translation (RE-AIM QuEST) framework. Qualitative data included interviews with 52 key stakeholders, including intervention participants and staff members, and 176 sets of meeting minutes from the implementation period. Quantitative data included intervention study data and administrative data. Results: It was difficult for HMHK to reach the target population, with only 16.8% of eligible mothers choosing to participate. However, mothers who participated experienced reductions in depressive symptoms and parenting stress and shared a variety of positive impacts in interviews. The program was also more successful in enrolling Latinx mothers who were Spanish-speaking or bilingual rather than English-speaking and Black/African American mothers, limiting its reach. Conclusion: Providing IPT therapy groups was effective in reducing maternal depressive symptoms and stress for those who enrolled, but additional work should focus on reducing barriers to participation, considering other delivery models to meet participants' needs, and identifying culturally relevant ways to meet the needs of Black mothers. [ABSTRACT FROM AUTHOR]

This paper provides some of the first evidence on the relationship between Head Start funding expansions and program inputs. We take advantage of the county–year variation in funding increases that were implemented due to a number of legislated policy changes in the late 1980s and throughout the 1990s. By focusing on the period between 1988 and 2007, we show that the funding increases were directed at increasing total and full-time enrollment. We also show that the funding expansions were used to make several quality-related investments, including increasing the number of teachers and staff and upgrading the skill level of teachers. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine intergenerational transmission of adverse childhood experiences (ACEs) from parents to children and examine the buffering influence of forgiveness of oneself and others. Participants were 150 parents and children enrolled in Head Start in an upper midwestern, rural state who volunteered to complete questionnaires measuring ACEs and levels of forgiveness of oneself and others. Multiple correlation and regression were used to examine the associations between parent-reported parent and child ACEs and self-forgiveness and forgiveness of others. Analyses revealed that parental ACEs and child ACEs were positively correlated. Parents with low and medium levels of self-forgiveness and forgiveness of others had a stronger positive correlation between their own experience of ACEs and their child's, whereas, for parents with high levels of self-forgiveness and forgiveness of others, the correlation between parent and child ACEs was reduced statistically to zero. The cycle of intergenerational transmission of ACEs may be interrupted, or at very least notably buffered, by forgiving oneself and others. [ABSTRACT FROM AUTHOR]

Children's early socialization shapes their development and well-being. To date, research examining the socialization of preschool-aged Latine children remains limited, and primarily focused on immigrant, Spanish-speaking families. Given the heterogeneity in language(s) spoken, nativity, and education within Latine families, the present study used focus groups among 112 Latine families of children attending Head Start to understand and compare salient parenting beliefs, attitudes, and self-reported practices as they pertained to supporting their children's development among both English- and Spanish-speaking caregivers. Results showed that English- and Spanish-speaking caregivers viewed their children's bicultural socialization as critical to supporting their development. Caregivers actively socialized their children to be bicultural through an emphasis on two superordinate goals: fostering bilingualism and simultaneous transmission of heritage and US values. Although caregivers across groups shared many of the same beliefs, attitudes, and practices concerning bilingualism and transmission of values (respeto, egalitarian gender roles), differences were also found. Specifically, ethnic pride was more salient for caregivers in the English than Spanish groups, and the value of familismo was only discussed in the English groups. Additionally, caregivers in the English and Spanish focus groups described experiencing different language-related challenges that undermined their efforts to raise bicultural children. These findings can inform future efforts seeking to support low-income, Latine families reach the goals they have for their children from a culturally and contextually informed lens. Highlights: Comparisons between English and Spanish-speaking Latine families showed both aimed to raise bicultural children early on. Bicultural socialization was promoted by fostering bilingualism and by simultaneously instilling US and heritage values in children. Nuanced differences between language groups were found in the ways families fostered bilingualism and instilled values. Spanish and English-speaking caregivers encountered different language-related challenges in socializing their children to be bicultural. [ABSTRACT FROM AUTHOR]

The article discusses the child care crisis in the United States, particularly for families with children who have disabilities or developmental delays. It highlights the disproportionate representation of families of color in these statistics. The article examines the inadequacy of existing child care options for these families, including Head Start/Early Head Start programs, state-funded pre-K programs, private community-based child care facilities, and clinic-based ABA therapy. It emphasizes the need for increased funding, expansion, and diversification of child care options, as well as training and education for child care providers to meet the needs of all children. The article concludes by calling for more options and equitable access to care and educational opportunities for all families. [Extracted from the article]

Preschool children's reasoning regarding moral events differs according to adversity and relates to aggression. Understanding morality in young children is paramount for understanding their aggressive behaviors. The study aims to identify patterns of aggression and prosocial behavior using Latent Class Analysis (LCA) and investigate how patterns of aggression and prosocial behavior relate to reasoning about prototypic moral events. One hundred six children (Mage = 4.40 years old, SD = 0.55 years old, Range: 3.08–5.33 years old, 51% boys) enrolled in Head Start programs and their caregivers participated. In the fall caregivers completed surveys on forms (i.e., the manifestation of behavior) and functions of aggression (i.e., motivation of behavior), and prosocial behavior. The following spring children completed two moral reasoning tasks that measured children's judgment and reasoning of harm, and their attributions of transgressors' reasoning. The LCA revealed a 3‐class solution: (1) high levels of relational aggression and moderate levels of prosocial behavior (bistrategic controllers), (2) low levels of both aggression and average prosocial behavior (uninvolved), (3) high levels of all types of aggression and low levels of prosocial behavior (high aggression). Subsequent analyses suggest that uninvolved children prioritize adhering to authority over other concerns, and bistrategic controllers focused on goal‐oriented reasoning. Overall, our findings support that recognizing patterns of behavior may be useful in understanding children's moral reasoning. [ABSTRACT FROM AUTHOR]

This study examines the effects of Head Start enrollment duration on developmental outcomes for children who have had adverse childhood experiences (ACEs). This study utilizes randomized control Head Start Impact Study data, to address three primary questions: 1) Do children's ACE scores have any impact on cognitive, socio-emotional and health care service outcomes? 2) Do the number of years enrolled in Head Start have any impact on children's outcomes? 3) Does the impact of enrollment duration in Head Start on children's outcomes differ depending on number of ACEs? The current study finds that children with higher ACE scores had lower cognitive and socio-emotional outcomes. Additionally, longer Head Start enrollment duration was significantly associated with children's positive outcomes and was more significant for children with fewer ACEs. IMPLICATIONS: Head Start should recruit younger children for longer durations and should provide trauma-informed care for children with multiple ACEs to increase positive developmental outcomes. [ABSTRACT FROM AUTHOR]

Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children's emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start program, one served families on a sliding scale fee, one was focused on providing services to low-income families, and one was a faith-based center with middle- and upper-income students. Structural equation modeling revealed that children displayed fewer negative emotion expressions, better emotion regulation, reduced maladaptive emotion-related behaviors, and increased learning behaviors at the end of the year when teachers engaged in greater emotion-focused teaching practices. Practice or Policy: Preschool teachers play an important role in socializing children to be emotionally competent. Our findings suggest the need for professional development to improve teachers' emotion-focused teaching as an effective strategy to address children's challenging behaviors and emotions in the classroom and to better prepare children to engage in learning. [ABSTRACT FROM AUTHOR]

Do early childhood investments for low-income children narrow the academic achievement gap in elementary school? I study this question in the context of Head Start by using a new variation in federal funding expansions across counties in the 1990s. Using student-level data from Texas, I find that exposure to more generous Head Start funding during childhood significantly improved test scores, particularly for low-income Hispanic students. Hispanics benefited from funding expansions through increased access to Head Start and improvements in program inputs. These advances enhanced their language proficiency and reduced the likelihood of their special education needs during elementary school. [ABSTRACT FROM AUTHOR]

To elicit Head Start (HS) families' and employees' perspectives on family experiences with food and nutrition insecurity (FNI) and identify how HS addresses them. Four moderated virtual focus groups with 27 HS employee and family participants occurred from August 2021 to January 2022. Qualitative analysis used an iterative inductive/deductive approach. Findings were summarized in a conceptual framework and suggested that HS's current 2-generational approach is useful for families when addressing multilevel factors affecting FNI. The role of the family advocate is essential. In addition to increasing access to nutritious foods, emphasis should also be placed on skills and education to decrease generational unhealthy behaviors. Head Start intervenes in generational cycles of FNI by using the family advocate to add to skills building for 2-generational health. Other programs targeting underserved children can use a similar structure for the greatest impact on FNI. [ABSTRACT FROM AUTHOR]

Limited empirical evidence is available about preschoolers' sedentary behavior (SB) and physical activity (PA) patterns in Head Start programs, we explored (a) preschoolers' SB and PA patterns (ranging from SB to light-moderate-vigorous physical activity [LMVPA]) and (b) their relationships with sociodemographic factors, weight status, and motor development. Participants included 216 preschoolers (Mage = 4.32 ± 0.63; girls 56.5%) from six Head Start centers in an urban area in the southwestern region of the United States, assessing Actical® activity monitor-based PA, weight status, and motor development. The findings revealed preschoolers who were female, Hispanic/Latinx, with an at risk weight level, and/or in the below average motor development group tended to engage in less MVPA/LMVPA and also had higher SB patterns while participating in the Head Start program (p < 0.05–0.001, d ranged from 0.23 to 0.62). Head Start stakeholders (e.g., policymakers, leaders, curriculum coordinators, health professionals, and teachers) need to acknowledge the PA and health disparities, and intervene in underserved preschoolers' health-promoting behaviors. Highlights: We explored SB and PA patterns using Actical® activity monitor for Head Start children. Higher SB and less engagements in MVPA/LMVPA were found among female, Hispanic/Latinx, at risk weight level group, and/or the below average motor development group. Head Start stakeholders need more attention in PA patterns during Head Start hours. [ABSTRACT FROM AUTHOR]

Parenting interventions for parents and children facing risks associated with poverty have significant effects on children's social-emotional, behavioral and academic functioning, but they are threatened by low engagement, especially among families from underrepresented groups. The purpose of this study was to understand ways to enhance engagement in parenting programs among families in Head Start who are Spanish-Speaking in the United States. We used a conjoint analysis technique, namely a discrete choice experiment (DCE) (N = 73, 94% mothers, 31% single parents), to examine how Head Start parents who were Spanish-speaking prioritized key attributes of parenting programs when considering potential participation. Utility values and importance scores indicate that parents placed the highest priority on a program that optimized children's friendship skills, academics, the parent-child relationship and behavioral skills (rather than on incentives and the inclusion of child groups). Next, we used simulations or forecasting tools to estimate parents' preferences for types of programs. Seventy-three percent of parents preferred Outcome-focused Programs that fostered parents' understanding and practice of skills, whereas 27% prioritized Enhanced Support Programs offering logistic support, followed by child outcomes. Results from multivariate analyses of variance showed that parents preferring Outcome-focused Programs reported lower levels of children's mental health problems and higher child prosocial behaviors compared to parents preferring Enhanced Support Programs. MANOVAS and chi square analyses showed that the latter parents were more likely to have dropped out of a previous parenting program, less likely to have completed high school, reported higher levels of children's mental health problems, and/or reported fewer children's prosocial behaviors. Findings suggest ways to enhance accessibility and program reach, especially for families living in poverty speaking Spanish. Highlights: Parents most preferred programs that would optimize friendships and academics. Parents preferring Outcome-focused Programs reported lower child mental health problems and higher prosocial problems. Parents preferring Enhanced-Support Programs reported more child mental health problems and fewer prosocial behaviors. Programs that aim to optimize friendships and academics and/or provide logistical supports might enhance parents' uptake. [ABSTRACT FROM AUTHOR]

Based on the Fragile Families and Child Wellbeing Study Year-5 wave, 1,983 children were identified as Head Start eligible children (503 Head Start enrolled children, 1,435 Head Start eligible nonparticipant) to address: (1) How do child and family characteristics differ between Head Start participants and non-participants? (2) How do Head Start-eligible non-participant children utilize other types of care (pre-K, other center care, informal care, and exclusive parental care)? Research Findings: The logistic regression results indicate that Head Start-eligible nonparticipants tend to be the first-born child, born to mothers with low educational attainment and unmarried (single, cohabitating) families, living in deep poverty, and to have a higher number of siblings than those who participated in Head Start. A multinomial regression identified differences pertaining to childcare arrangements as it relates to race/ethnicity, socioeconomic status, and family structure. Practice or Policy: Head Start eligible families should be informed eligible early childhood education and care programs and services should be provided to assist parents in the enrollment process. The government should expand more formal childcare programs including Head Start to meet the needs of families in deep poverty, children in the child welfare system, children experiencing homelessness, and those facing various risk factors. [ABSTRACT FROM AUTHOR]

The Child Behavior Checklist for Ages 1.5–5 (CBCL/1½ – 5) has been widely used by researchers and clinicians in the field of special education and psychology. The purpose of this study was to examine the psychometric properties of the CBCL/1½-5 with a sample of preschool children from low-income families using the Rasch model. Participants included 244 children enrolled in a Head Start program. Findings suggested that both the Internalizing and Externalizing subscales are unidimensional and demonstrated local independence successfully, after misfit items were removed to fit the Rasch model. Both subscales operated well with high item reliability and low to medium person reliability, indicating that both subscales have stable item difficulty orders from sample to sample but weaker capacity to distinguish children with mild problem behaviors from those with more severe problems. Differential item functioning was found for a few items across child gender. Considering the length of the item sets, it is appropriate to use the subscale scores to compare the differences in problem behaviors between boys and girls. Overall, the CBCL/1½ – 5 has adequate psychometric properties for detecting problem behaviors in preschool children from low-income families. Implications were discussed. [ABSTRACT FROM AUTHOR]

Using Meme Division in the Southwest region of Cameroon as a case study, this research seeks to answer two broad questions (a) What factors are responsible for women's poverty in the region? (b) What sustainable programs can be put in place to curb poverty among Cameroonian women? Using a combination of strategies including focus group interviews, one-on-one interviews, observations, and archival data, themes obtained from interviews were coded and a narrative analysis method was utilized to explain results. While there is heterogeneity of poverty indicators used in the measurement of poverty, those that are evident in this study are, education, living standards, vulnerability, and access to social capital. The paper includes policy initiatives such as engaging women in positions of authority, rescinding laws that stifle women's progress; providing electricity; wells, water purification systems; constructing good roads; cultivating head start programs, introducing technological gadgets in classrooms as well as modernized equipment in trade and commerce; and a sensible health plan, addressing poor governance, among other recommendations. [ABSTRACT FROM AUTHOR]

Purpose: This study examined (1) the causal impact of Head Start on children's comprehensive outcomes and (2) why families did not comply to the original assignment. Method: Based on the Head Start Impact Study data, children between the ages of 3 and 4 years (N = 3780) were examined for assignment, attendance, and causal impacts on outcomes. Results: Effect of instrumental variable analysis was greater than that of assignment and attendance for measured outcomes. Assignment to the Head Start, older child age (age 4 over age 3), urban residence, and higher family income were associated with non-compliance. Inclusion of care quality into the model illustrated important nuances in predicting families' compliance with Head Start versus control condition. Discussion: Head Start participation among low income children should be maintained for its positive causal effects on children. Quality of childcare as well as several child and family barriers to access to Head Start needs to be addressed to enhance Head Start enrollment. [ABSTRACT FROM AUTHOR]

• Pre-K and kindergarten absenteeism rates were high among children receiving childcare subsidies. • Absenteeism rates were lower in pre-K for children in family child care (FCC). • Absenteeism rates were lower in kindergarten for children enrolled in center-based care (CBC) in pre-K. • The association between pre-K and kindergarten absenteeism rates was positive for both children in FCC and CBC. • Exploratory analyses showed that the association differed by ECE program type. As many as 48% of children in prekindergarten (pre-K) miss a month or more of the pre-K year (i.e., 10% or more of the school year), and high levels of absenteeism are associated with adverse academic and social-emotional outcomes in pre-K and in K-12. To date, no studies have examined absenteeism specifically among children receiving child care subsidies, a population of children who may be at greater risk for high absenteeism. Moreover, few studies have explored absenteeism in diverse early care and education (ECE) programs beyond public school pre-K or Head Start programs. This study uses administrative data from Massachusetts to address these gaps by (1) documenting absenteeism rates for children receiving subsidies during the pre-K year in both family child care (FCC) and center-based care (CBC) programs and in kindergarten; and (2) testing whether pre-K absenteeism is associated with kindergarten absenteeism in the full sample and by ECE program type. Results show that children enrolled in subsidized care were absent for an average 8.4% of the school year in pre-K and 5.9% of the school year in kindergarten. Absenteeism rates were lower in pre-K but slightly higher in kindergarten among children enrolled in FCCs, compared to those enrolled in CBCs (Pre-K: 7.2 versus 8.7%; Kindergarten: 6.2 vs 5.8%, respectively). Results from multilevel regression analyses showed that the associations between pre-K and kindergarten absenteeism were positive for children enrolled in both CBC and FCC programs. By documenting the prevalence of absenteeism among a sample of children receiving child care subsidies in diverse ECE programs, this study provides implications for ECE and child care subsidy research, policy, and practice. [ABSTRACT FROM AUTHOR]

• Two new measures of children's engagement were developed and tested for use in preschool classrooms– a teacher rating scale and an independent observation instrument. • Findings revealed initial construct validity evidence for the two measures, which were found to be reliable and to relate modestly with one another as well as to an external criterion measure of children's science knowledge. • Findings also revealed significant relations between preschool children's engagement and child and family demographic characteristics, perhaps attributable to the unique context of Head Start. For example, teachers rated children whose home language was not English as higher in engagement compared with children whose home language was English. Children's behavioral engagement in preschool is a strong predictor of their academic achievement both concurrently and into the later school years across socioeconomic and ethnic groups (Chien et al., 2010; Fuhs et al., 2013; Hamre & Pianta, 2001; Kim & Suarez-Orozco, 2015; Ladd & Dinella, 2009). The present measurement development study was conducted within the context of a larger intervention research program in partnership with an urban Head Start program in the northeastern United States. Forty-one teachers and 456 children participated. Two new measures were developed and tested for use in preschool classrooms– a teacher rating scale and an independent observation instrument. Although many of the assessments that result from commonly employed systematic observation methods provide a detailed and nuanced description of children's engagement in the classroom, they often require intensive training and are costly to implement. The present study sought to provide the early childhood education field with two brief and more cost-effective measures. Findings revealed initial construct validity evidence for the two measures, which were found to be reliable and to relate modestly with one another as well as to an external criterion measure of children's science knowledge, which was the focus of the larger intervention. Findings also revealed significant relations between children's engagement and child and family demographic characteristics, perhaps attributable to the unique context of Head Start. [ABSTRACT FROM AUTHOR]

To explore Head Start teachers' use and integration of food-based learning (FBL) with science learning in the Head Start classroom. Phenomenological approach using in-depth semistructured telephone interviews. North Carolina Head Start preschools. Thirty-five Head Start lead and assistant teachers. All interviews were transcribed verbatim. Authors coded interview data for emergent themes. Eleven primary themes were identified during analysis and inductively organized using the Systems Thinking Iceberg Model. Teachers described most frequently using FBL during mealtimes. Teachers stated they felt successful when children were engaged and willing to try a new food. However, they struggled to connect food to science concepts. Teachers reported several motivators (eg, improving health) and barriers (eg, food waste) to integrating FBL. Teachers prioritized preparing children for kindergarten, but most teachers did not see how FBL could help them achieve this goal. Head Start teacher professional development programs could impact all 4 levels of the Systems Thinking Model to improve teachers' perceptions, underlying structures, and mental models regarding integrative FBL. Additional research is warranted to investigate the adoption, implementation, and potential impact of FBL on academic outcomes. [ABSTRACT FROM AUTHOR]

Background. Chronic stress and depression disproportionately affect families experiencing poverty, and likely contribute to disparities in early childhood developmental outcomes. Developing strategies to address chronic stress and depression may help mitigate these disparities. Early Head Start (EHS) and Head Start (HS) programs provide an important platform to address the disproportionate burden of stress and mental health issues experienced by EHS/HS families. However, few low-literacy, broad, scalable interventions improve parents' knowledge and attitudes around these topics. Objectives. We examined parents' knowledge and attitudes regarding stress and depression before and after a train-the-trainer (TTT) intervention delivered to 28 EHS/HS agencies across the United States. Methods. Following a TTT workshop, 18 agencies chose to deliver the stress training to 1,089 parents and 5 chose to deliver the depression training to 670 parents. Participating parents completed paper assessments at baseline and 3 months following the training. Paired T-tests and chi-square analyses tested whether responses significantly improved over time. Results. At baseline, 37.2% of parents reported feeling stressed most of the time and 13.4% reported feeling depressed most of the time. Following the trainings and reinforcement activities, parents' knowledge, attitudes and self-reported behaviors significantly improved, including willingness to seek help for depression, avoidance of negative health-risk behaviors and utilization of healthy stress management practices. At follow up, 18.6% of parents reported feeling stressed most of the time and 11% reported feeling depressed. Conclusion. Findings suggest this low-literacy TTT approach is potentially a promising health promotion intervention with broad dissemination potential. [ABSTRACT FROM AUTHOR]

This short-term longitudinal study examined how economically-impoverished children's moral reasoning predicts specific aggressive subtypes. Children (N = 106, Mage = 52.78 months, 51% boys, ethnically diverse backgrounds) from urban Head Start programs completed a structured story-interview pertaining to moral reasoning and judgement of accidental harm. Six months later, teachers reported children's aggressive forms and functions. Findings support that impoverished children in some ways follow similar patterns as more affluent children, yet diverge in important, ecologically-relevant ways. Use of psychological harm reasoning strategies corresponded with less reactive aggression, and use of rule adherence strategies corresponded with less physical-proactive aggression. Findings suggest that conventional reasoning and care-oriented reasoning may work as a buffer to reduce specific aggressive behaviors for impoverished preschool children. [ABSTRACT FROM AUTHOR]

Background: Prevalence of obesity in Native American (NA) children is disproportionately high, indicating a higher risk of health disparities. Many children attend early care and education (ECE) programs, presenting an opportune environment to improve meal and menu quality as the intake of healthy foods is associated with lowered risk of childhood obesity. Objectives: We aimed to examine the effectiveness of food service staff training on meals and menu quality across NA ECEs. Methods: Food service staff from 9 participating ECE programs attended a 3-h training focused on Child and Adult Care Food Program (CACFP) best practices, and received a tailored, best-practice menu, and healthy recipes. Meals and menus prepared across 1 wk were examined per CACFP serving size assumptions at baseline, 4 mos, 6 mos, and 12 mos for all 9 programs. Healthy Eating Index (HEI), CACFP requirements and best practices achievement, and food substitutions quality (classified into superior, equivalent, and inferior based on the nutritional quality) were calculated. A repeated measures ANOVA model was used to determine the differences across time points. Results: The total meal HEI score increased significantly from baseline to 4 mos (71.1 ± 2.1; 78.6 ± 5.0; P = 0.004), but did not differ from baseline to 12 mos. Menu CACFP requirements and best practices achievement did not differ across time points, although achievement with CACFP requirements was already high at baseline. Superior nutrition quality substitutions declined from baseline to 6 mos (32.4 ± 8.9; 19.5 ± 10.9; P = 0.007); however, it did not differ from baseline to 12 mos. Equivalent and inferior quality substitutions did not differ across time points. Conclusions: Implementing a best-practice menu with healthy recipes showed immediate improvements in meal quality. Although the change did not sustain, this study showed evidence of an opportunity to educate and train food service staff. Robust efforts are needed for improving both meals and menus. This trial was registered ClinicalTrials.gov as NCT03251950 (https://clinicaltrials.gov/ct2/show/NCT03251950?cond=food+resourc e+equity&draw=2&rank=1). [ABSTRACT FROM AUTHOR]

Background: The aim of this investigation was to examine developmental, sociodemographic and familial factors associated with parent reported access to an evaluation in an Early Head Start sample. Children with developmental disabilities often require evaluations to access early interventions, which can improve their long‐term outcomes. Methods: This study (n = 191) examined how developmental, sociodemographic and parent factors at age 2 were associated with parent reporting the child being evaluated by age 3. Two logistic regression analyses were conducted. The first model included children at age 2 with scores at least in the monitoring zone of developmental risk, and the second model included children with high developmental risk. Results: The first model found that children in the monitoring zone of developmental risk were more likely to be evaluated per parent report if they were born preterm, male, with increased behaviour problems, higher economic risk, increased maternal education, increased parental depressive symptoms and in urban areas and less likely if they were of Black or Hispanic/Latino ethnicity, had no health insurance or more home disorganisation. The second model found that children with high developmental risk were less likely to be evaluated per parent report if they were female, of Hispanic/Latino ethnicity, had better language skills and increased home disorganisation and more likely if their parents reported increased depressive symptoms or less economic risk. Conclusions: This study highlights barriers associated with access to developmental and disability evaluations for children in at‐risk families. Health disparities are negatively associated with children's access to evaluations, even when supported by systems like Early Head Start. [ABSTRACT FROM AUTHOR]

Estimates show that one in six children aged three through 17 in the United States have one or more developmental disabilities. Many early childhood education programs aim to improve early identification of children with developmental disabilities and increase family engagement, specifically Head Start and Early Head Start programs. The present study employed a convergent, parallel mixed-method research design to evaluate the integration of the Centers for Disease Control and Prevention "Learn the Signs. Act Early." materials into Early Head Start settings and examine how the use of the materials in the classroom setting influenced the relationship and engagement between caregivers and staff. The quantitative strand of the study employed descriptive statistics to interpret survey data and the qualitative strand of the study used a template approach to analysis for the analysis of focus groups and semi-structured interviews. Participants reported that the materials supported caregiver and staff communication and served as a catalyst for staff to build a deeper rapport with the families. The materials provided a consistent language for parents and staff to use to discuss developmental milestones and helped bridge gaps in communication that were previously present due to differing levels of understanding regarding child development. Additionally, the caregiver engagement with developmental monitoring increased and they were able to track milestones of their respective children alongside Early Head Start staff. Data show there is value in the use of the materials due to the positive affect they have on caregiver and staff relationship and engagement. [ABSTRACT FROM AUTHOR]

Background: Adolescence is associated with a rise in the incidence of mental health issues. Thus, the factors, processes, and contexts that protect and promote positive mental health in adolescence are of key interest to policymakers. Objective: Our aim was twofold: First, to explore the coping strategies and sources of support that adolescents identify as protective (or not) in the face of difficulty over a three-year period; second, to examine how and why this may vary in line with the levels of adversity that they report experiencing in life. Methods: Participants were attending schools in England implementing a mental health prevention programme called HeadStart. 93 semi-structured interviews were conducted with 31 adolescents (age 11–12 at the outset of the study; 58% female) once per year over three years. The interviews were analysed using thematic analysis. Results: Six coping strategy themes (e.g., 'Disengaging from problems') and five support themes (e.g., 'Parents as a source of comfort and advice') were derived from the interviews. The types, quality, and consistency of reported coping strategies and support varied in line with whether adolescents were experiencing higher or lower levels of adversity in life over time, and according to the resources that they had available within their physical and social contexts. Conclusions: Our findings underscore the importance for mental health prevention programmes of bolstering both individual-level coping strategies and the resources available within adolescents' environments to help them to manage adversity. [ABSTRACT FROM AUTHOR]

Background: This study reports the outcomes of Communities for Healthy Living (CHL), a cluster randomized obesity prevention trial implemented in partnership with Head Start, a federally-funded preschool program for low-income families. Methods: Using a stepped wedge design, Head Start programs (n = 16; Boston, MA, USA) were randomly assigned to one of three intervention start times. CHL involved a media campaign and enhanced nutrition support. Parents were invited to join Parents Connect for Healthy Living (PConnect), a 10-week wellness program. At the beginning and end of each school year (2017-2019), data were collected on the primary outcome of child Body Mass Index z-score (BMIz) and modified BMIz, and secondary outcomes of child weight-related behaviors (diet, physical activity, sleep, media use) and parents' weight-related parenting practices and empowerment. Data from 2 years, rather than three, were utilized to evaluate CHL due to the COVID-19 pandemic. We used mixed effects linear regression to compare relative differences during intervention vs. control periods (n = 1274 vs. 2476 children) in (1) mean change in child BMIz and modified BMIz, (2) the odds of meeting child health behavior recommendations, (3) mean change in parenting practices, and (4) mean change in parent empowerment. We also compared outcomes among parents who chose post-randomization to participate in PConnect vs. not (n = 55 vs. 443). Results: During intervention periods (vs. control), children experienced greater increases in BMIz and modified BMIz (b = 0.06, 95% CI = 0.02,0.10; b = 0.07, 95% CI = 0.03, 0.12), yet were more likely to meet recommendations related to three of eight measured behaviors: sugar-sweetened beverage consumption (i.e., rarely consume; Odds Ratio (OR) = 1.5, 95% CI = 1.2,2.3), water consumption (i.e., multiple times per day; OR = 1.6, 95% CI = 1.2,2.3), and screen time (i.e., ≤1 hour/day; OR = 1.4, 95% CI = 1.0,1.8). No statistically significant differences for intervention (vs. control) periods were observed in parent empowerment or parenting practices. However, parents who enrolled in PConnect (vs. not) demonstrated greater increases in empowerment (b = 0.17, 95% CI = 0.04,0.31). Conclusions: Interventions that emphasize parent engagement may increase parental empowerment. Intervention exposure was associated with statistically, but not clinically, significant increases in BMIz and increased odds of meeting recommendations for three child behaviors; premature trial suspension may explain mixed results. Trial registration: ClinicalTrials.gov, NCT03334669, Registered October 2017. [ABSTRACT FROM AUTHOR]

Little is known about how the expansion of state pre-kindergarten (pre-k) programs affects low-income children with disabilities in Head Start. Using almost 30 years of administrative data of all Head Start programs and a differences-in-differences design, this study tests the possibility that, as state pre-k differentially draws relatively more advantaged children from the pool of eligible 4-year-olds, Head Start taps into their relative programmatic strengths and serves more children with disabilities. We found that, overall, the introduction of state pre-k was associated with a 1 percentage point (7%) decrease in Head Start enrollment of children with disabilities. However, Head Start programs located in school systems did experience an increase in their enrollment of children with disabilities identified before Head Start enrollment. We also found that the decrease was primarily driven by children with speech impairment, suggesting that state pre-k might affect the Head Start enrollment of children with disabilities through "cream-skimming" because services for these children are relatively more common and less expensive. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

The objective of this study was to explore perceptions of online grocery shopping and the online United States Department of Agriculture's (USDA) Supplemental Nutrition Assistance Program (SNAP) Electronic Benefit Transfer card (EBT) program among Head Start caregivers. Three focus groups were conducted between December 2019 and January 2020. Most participants hadn't tried online grocery shopping. Concerns included others choosing perishables, receiving wrong items, and inappropriate substitutes. Perceived benefits included saving time, preventing impulse buys, and eating healthier. Results have broad applicability in the current COVID-19 pandemic where online grocery shopping and the online SNAP EBT program have rapidly expanded across the United States. [ABSTRACT FROM AUTHOR]

This paper describes consultation training experiences offered through a decades-long partnership between a university school psychology graduate program and a local Head Start center. The collaboration provides a field placement setting where beginning students engage in activities tied to first-year coursework, and an advanced practicum site for doctoral students who oversee first-year students' classroom-based activities and in turn are jointly supervised by program faculty and the center's Special Services Manager. Through these experiences, graduate students develop competencies in client-centered, consultee-centered, and systems-level consultation, with opportunities to engage in an array of activities aligned with key updates to the 2020 NASP Professional Standards particularly in Domains Six (Services to Support Safe and Supportive Schools), Seven (Family, School, and Community Collaboration), and Eight (Equitable Practices for Diverse Student Populations). By focusing on the school environment, community collaboration, social justice, and equitable practices, these updated domains highlight the role of ecological and systemic factors in school psychology practice and training. Trainees support the center's efforts to function as a trauma-informed organization whose members recognize and respond to trauma in a manner that promotes safety, collaboration, empowerment, and other trauma-informed practice principles. They do this by consulting with parents and teachers, contributing to staff professional development on such topics as adverse childhood experiences and caregiver stress management, and facilitating meetings with parents and teachers around issues such as trauma-informed discipline. We discuss how these activities align with the 2020 NASP domains, with particular attention to ecological and systemic perspectives. [ABSTRACT FROM AUTHOR]

Turn‐taking in dialogue is an essential part of communication and early language experience. The prevalence of utterances and the timing of responses in dialogue were examined at 14 and 36 months of age in 104 mother–child dyads from the Early Head Start Research and Evaluation Project (EHSREP). Mothers varied in their level of depression risk (measured with the Center for Epidemiological Studies‐Depression scale; CES‐D). Although maternal utterance rate did not vary significantly across any factors, the latency of mothers' responses to their children decreased with development (12 ms/month) and was significantly related to that of their own children (i.e., slow‐responding children had slow‐responding mothers). Mothers with higher levels of depressive symptoms were 11% slower in responding to their children than mothers with low depression risk, suggesting that the interactive timing of speech to children may be particularly sensitive to maternal depression, modifying the contingent properties of children's early language experience. [ABSTRACT FROM AUTHOR]

In the past decade, there has been a significant increase in the number of dual-language learning (DLL) preschool children. Guided by the literatures on home-school partnership and caregiver ethnotheories, the present study explored parents' and teachers' understandings of natural learning opportunities in DLL children's homes and surrounding communities. Interpretative Phenomenological Analysis (IPA) was conducted on the transcripts of 18 interviews with parents (n = 9) and teachers (n = 9) from two Head Start programs in a large northeastern city. Results showed that participants discussed natural learning opportunities for DLL preschool children across three primary learning contexts: home, school, and community. Learning experiences were arranged and routinely implemented by immigrant parents and teachers to foster character and positive approaches to learning, provide accessible educational experiences, and preserve cultural heritage for DLL children. Combined, immigrant parents' and preschool teachers' narratives revealed salient priorities and values concerning children's learning across the three natural contexts, for young Latine- and Chinese-heritage children growing up in the US. Future directions for including parents' and immigrant teachers' voices in early childhood programs, teacher training, and home-school partnership research are discussed. [ABSTRACT FROM AUTHOR]