Article ID Journal Published Year Pages File Type
359757 Journal of Applied Developmental Psychology 2013 10 Pages PDF
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.

► 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.

Related Topics
Social Sciences and Humanities Psychology Applied Psychology
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