School Readiness in Children Living in Non-Parental Care: Impacts of Head Start

Autor/inn/en	Lipscomb, Shannon T.; Pratt, Megan E.; Schmitt, Sara A.; Pears, Katherine C.; Kim, Hyoun K.
Titel	School Readiness in Children Living in Non-Parental Care: Impacts of Head Start
Quelle	In: Journal of Applied Developmental Psychology, 34 (2013) 1, S.28-37 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2012.09.001
Schlagwörter	Program Effectiveness; School Readiness; Risk; Behavior Problems; Comparative Analysis; Disadvantaged Youth; Preschool Education; Preschool Children; Foster Care; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Risiko; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Pflegehilfe; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included 253 children living in non-parental care (defined as a primary caregiver who self-identified as someone other than a biological, adoptive, or step-parent), who experienced elevated rates of child and family risk factors. Results revealed modest direct short-term and indirect longer-term impacts of Head Start on school readiness outcomes (increased pre-academic skills, more positive teacher-child relationships, and reductions in behavior problems) for children living in non-parental care. Limitations of this study and directions for future research are discussed. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10