Head Start

Özet : Suriye’de son 6 yıldır ki yaşanan iç savaş ile birlikte birçok Suriyeli ülkelerini terk etmek ve başka ülkelere mülteci veya sığınmacı olarak göç etmek zorunda kalmıştır. Türkiye, mülteci veya sığınmacı olarak yaşamı devam ettiren Suriyeli çocukların erken yaştan itibaren en az etkilenmesini sağlamaya yönelik çeşitli önlemler almaya çalışmaktadır. Bu çocuklara yönelik uygulanan eğitim programlarına alternatifler sunularak katkı sağlanması, sığınmacıların eğitiminde yaşanılan problemleri en aza indirgemesi bakımından önemlidir. Bu çalışmanın amacı uzun yıllar boyunca Amerika’da uygulanan Head Start programının, Suriyeli göçmen çocukların eğitiminde aile katılımı da sağlanarak alternatif bir program olarak kullanılabilirliğini tartışmaktır. Bu araştırmada doküman inceleme yöntemi kullanılmıştır. Head Start programı aile katılımını da içine almış ve eğitim, sağlık ve sosyal hizmetlerin bir arada yürütüldüğü erken müdahale programlarından bir tanesidir. Bu program ile birlikte Suriyeli göçmen çocukların eğitilmesinde ileride yaşanabilecek sorunlar aile katılımı da sağlanarak önlenebilir.

Abstract
In the last 6 years, thousands of Syrians have been forced to leave their country and seek refuge in other countries. Turkey has been taking various precautions to help Syrian refugee children to overcome this period with the least possible harm. Making contributions to the education programs intended for these children, through offering alternatives, is essential for minimization of the challenges encountered in the education of refugees. The aim of this study is to discuss the usability of Head Start program, implemented in USA for a long period, as an alternative in the education of Syrian refugee by parental involvement. During the study, document analysis method was used as a qualitative research pattern. Head Start program is one of the early intervention programs, in which health and social services are provided together by active participation of the parents. The challenges, likely to be encountered in the future during the education of Syrian refugee children, can be averted with this program through enabling parental involvement.

The significant contribution of parental involvement in children's education to children's educational success is well supported. Yet less frequently studied is the influence of parental involvement on children's social-emotional development. Given that problem behaviors are negatively associated with child outcomes and that parental involvement is widely accepted as a conduit through which children's educational outcomes can be enhanced, it is important to examine this relationship. In this study, we examine the effect of early parental involvement on the social-emotional development of children. Using data from the Early Head Start Research and Evaluation study (EHSRE), we examine the within individual and between-individual differences in trajectories of aggression among children (N = 1586) ages 24 months through Prekindergarten. Contrary to hypotheses, after controlling for significant covariates (i.e., race, gender, poverty, mother's education, and adult male in the household), parental involvement was not related to aggression at 24 months. In addition, change in aggression did not vary by level of parental involvement. Implications and directions for future research are discussed.

This report focuses on describing aspects of Head Start children’s family and classroom environments that may support children’s kindergarten achievement, drawing on data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Other FACES 2009 reports describe the characteristics of children and their families, classrooms, and programs as children entered Head Start in fall 2009 (Hulsey et al. 2011) and during their first year in the program (Moiduddin et al. 2012) and child outcomes from program entry through program exit (Aikens et al. 2013). Another report takes a closer look at Head Start programs (Moiduddin et al. 2017). The current report extends the portrait of children, their family lives, and their classroom experiences to the spring of kindergarten. A related brief explores children’s developmental progress and kindergarten environments in more depth (Aikens et al. 2017). This report focuses on the population of children who entered Head Start for the first time in fall 2009, completed one or two years of the program, and were attending kindergarten in spring 2011 or 2012.

Coordinated Monitoring Systems for Early Care and Education provides an overview of monitoring and the major early care and education monitoring systems. It offers possible goals for a coordinated monitoring system and describes some approaches to addressing those goals. It also describes 11 dimensions that are important to consider in planning monitoring coordination efforts and highlights the efforts of two states, Ohio and Rhode Island, that are working to coordinate their early care and education systems.
http://www.acf.hhs.gov/opre/resource/monitoring-in-early-care-and-education

Objective: This article examines whether the availability of Head Start during the Great Recession mitigated the impact of this crisis on
poverty rates among families with young children.

Background: The first 2 decades of the 21st century have witnessed two major economic crises: the Great Recession and the COVID-19 pandemic. Poverty rates among families with young children grew substantially during the Great Recession. Families with young children
are also more vulnerable to instability during the COVID-19 pandemic because job losses have been steeper and childcare availability has been significantly curtailed. Programs such as Head Start that support at-risk families may mitigate such negative consequences.

Method: This study used data from the American Community Survey from 2006 through 2016 and state-level data on Head Start availability
from Program Information Reports. Growth curve modeling was used to examine how the availability of Head Start predicted poverty growth during the Great Recession and the speed of recovery post-recession.

Results: States with higher rates of Head Start enrollment had a smaller increase in family poverty during the Great Recession and a more stable recovery than states with lower Head Start enrollment.

Conclusions: These findings suggest that greater access to Head Start programs prevented many families from falling into poverty and helped others exit poverty during the Great Recession.

Implications: The findings provide clear, evidence-based policy recommendations. Increased federal funding for Head Start is needed to support families during a COVID-19 recession. States should supplement these allocations to expand Head Start enrollment for all
eligible families.

We released and monitored 53 juvenile Agassiz's Desert Tortoises (Gopherus agassizii), aged two to 15 y, that were hatched and head-started inside predator-resistant field enclosures. We set free these tortoises under a variety of conditions to evaluate effects of release distance, season of release, and age/body size on homing behavior and survivorship. Some juveniles moved large distances following release, but homing itself was undetectable. The lack of homing behaviors was likely due to release distance and selection of release sites out of the line-of-sight of natal enclosures. The use of small halfway-house enclosures to accustom some relocated juveniles to release sites for four months before release (i.e. " soft release ") had no effect on subsequent movements or survivorship during the first year following release. Survivorship was not affected by distance of release from natal enclosures, which ranged from 546 m to 1.4 km. Survivorship through one year was si...

This report includes key information on the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014) study design; in addition, a set of data tables presents descriptive statistics for the characteristics of programs, centers, classrooms, and teachers serving Head Start children and families in spring 2017. Data are drawn from the spring 2017 round of FACES 2014.

We released and monitored 53 juvenile Agassiz's Desert Tortoises (Gopherus agassizii), aged two to 15 y, that were hatched and head-started inside predator-resistant field enclosures. We set free these tortoises under a variety of conditions to evaluate effects of release distance, season of release, and age/body size on homing behavior and survivorship. Some juveniles moved large distances following release, but homing itself was undetectable. The lack of homing behaviors was likely due to release distance and selection of release sites out of the line-of-sight of natal enclosures. The use of small halfway-house enclosures to accustom some relocated juveniles to release sites for four months before release (i.e. " soft release ") had no effect on subsequent movements or survivorship during the first year following release. Survivorship was not affected by distance of release from natal enclosures, which ranged from 546 m to 1.4 km. Survivorship through one year was similar for juveniles released in spring or autumn. After two years, most small juveniles had been killed by predators, but survivorship increased with body size and age. Juveniles over approximately 100 mm MCL (midline carapace length) and nine years of age when released exhibited high survivorship. However, following a long drought the previous two years, predation by Coyotes (Canis latrans) was heavy on these larger juveniles in the third year after release. Thus, survivorship after three years was relatively low (34%) with the youngest, smallest cohort (two years old when released) exhibiting the lowest survivorship (4%). We recommend releasing head-started tortoises after they attain a body size of larger than 100 mm MCL and selecting release sites at least 546 m from enclosures.

This study examined the relationship between Parent Involvement (PI), Head Start, the Head Start Transition Program and academic achievement in 198 children who were: 1) non-Head Start participants, 2) Head Start participants, and 3) Head Start Transitional program participants. Results indicate the following: 1) Head Start participants, did not have significantly higher academic achievement scores than non-Head Start participants, 2) Head Start Transition participants did not have significantly higher academic achievement scores than non-Head Start Transition participants and, 3) children whose parents had higher parent involvement scores did not have higher academic achievement scores as compared to children who parents were less involved.

Presented at the National CIC SROP Conference at Purdue University, West Lafayette, IN, 1997. (Re-typed on January 7, 2016.

The U.S. federally funded Head Start programs serve more than one million low-income children and their families each year in education and health programs. Historically there have been few requirements for formal education for Head Start teachers. In response to research linking teacher education and outcomes for children, increased educational requirements were included in the program funding reauthorizations in recent decades. For a variety of reasons, community college early childhood education programs are a logical place for those already employed by Head Start to improve their qualifications. At the same time, these institutions tend to have low graduation rates, and the Head Start employed students are likely to experience many of the barriers other adult learners face in pursuing their associate degrees. The purpose of this phenomenological study was to describe and explore the experiences of a small group of Head Start employed students who earned their associate degrees in community college early childhood education programs. Five themes emerged in the study that illuminate the barriers these students faced and the factors that contributed to their success. Specifically, the findings make evident that the participants were juggling complex lives, benefited from support from their “whole world,” and experienced an evolving sense of self-belief. Based on these findings, I argue that community colleges must know the Head Start employed student, and, further, all students, and design programs and offer resources that meet their needs. Additionally, the findings imply the necessity to involve faculty in these student success efforts.

In the midst of the COVID-19 pandemic, many students have had to adapt to a completely new way of learning. Children ages 0-3 have had to begin their educational careers through the screen of a computer or cellphone. This paper will uncover how effective remote learning is for children in this age group. Meanwhile studying the current working methods. As well as expose the best practices and measures for learning at home virtually.

This paper reports on a mixed methods study that used a sequential explanatory design to explore the culturally relevant teaching beliefs of successful emergent literacy Head Start teachers of urban African American boys living in poverty. The study utilized emergent literacy gain scores as a measure of
success, a survey of culturally relevant teaching beliefs to describe variation in beliefs within the sample, and two rounds of interviews to explore the context of teacher agency with urban African
American boys living in poverty. The four teachers interviewed expressed culturally relevant beliefs through a lens of acceptance and insistence that are integral to their teaching practices. These beliefs were conveyed through descriptions of parent/child/teacher interactions in and out of the classroom,
through awareness of the conditions and challenges of poverty in students' and parents' lives, and through close relationships with parents. This study provides some insight into the role that culturally relevant teaching beliefs play in Head Start teachers' agency in developing emergent literacy of urban
African American boys living in poverty.

This study examined the relationship between Parent Involvement (PI), Head Start, the Head Start Transition Program and academic achievement in 198 children who were: 1) non-Head Start participants, 2) Head Start participants, and 3) Head Start Transitional program participants. Results indicate the following: 1) Head Start participants, did not have significantly higher academic achievement scores than non-Head Start participants, 2) Head Start Transition participants did not have significantly higher academic achievement scores than non-Head Start Transition participants and, 3) children whose parents had higher parent involvement scores did not have higher academic achievement scores as compared to children who parents were less involved.