کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
359757 | 620279 | 2013 | 10 صفحه PDF | دانلود رایگان |
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.
► Children living in non-parental care experienced elevated rates of risk factors.
► Head Start had modest direct short-term effects on school readiness.
► Subsequent impacts of Head Start on school readiness outcomes were indirect.
► Outcomes included pre-academic skills, externalizing behaviors, and teacher–child relations.
Journal: Journal of Applied Developmental Psychology - Volume 34, Issue 1, January–February 2013, Pages 28–37