Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.

In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the “business as usual” PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional strategies that support young children's development of vocabulary, alphabet knowledge, and phonological sensitivity. Results indicated that, after 1 academic year, teachers in the intervention group created higher quality classroom environments, as measured by the Early Language and Literacy Classroom Observation (M. W. Smith, D. K. Dickinson, A. Sangeorge, & L. Anastasopoulos, 2002) and Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, & B. K. Hamre, 2007), and by videotapes of their classroom book readings. Further, children in the intervention group performed significantly better than comparison-group peers on measures of receptive vocabulary and phonological sensitivity but showed equivalent alphabet learning. Moreover, variation in classroom quality and fidelity to the intervention were linked to child outcomes, illuminating which particular aspects of teachers' improved practices were linked to children's gains. Findings provide new details about the mechanisms through which intensive and intentional PD can enhance Head Start teachers' classroom practices and, by extension, improve Head Start children's language and preliteracy outcomes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Effects of an early literacy professional development intervention on head start teachers and children.

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also were examined in a random assignment design. Hierarchical linear model analyses revealed positive PD intervention effects on general classroom environment (d = 0.99) and classroom supports for early literacy and language development (d = 0.92), and on children's letter knowledge (d = 0.29), blending skills (d = 0.18), writing (d = 0.17), and concepts about print (d = 0.22). No significant intervention effects on teaching practices and children's outcomes related to oral language were found. There were no differential effects of remote versus on-site delivery of literacy coaching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of cognitive skills and gains in academic school readiness for children from low-income families.

This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the prekindergarten year and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the prekindergarten year and that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. Implications of these findings for prekindergarten programs are discussed, particularly those designed to reduce the school readiness gaps associated with socioeconomic disadvantage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond metaphor: The efficacy of early childhood education.

Evidence from model preschool education programs is reviewed to determine what impacts quality programs can have on poor children's intellectual and social competence; evidence from Head Start is reviewed to determine whether preschool programs of national scope have typically produced the same effects as those produced by model programs. Research has shown that both model programs and Head Start have immediate positive impacts on tests of intellectual performance and social competence but that this impact declines over the first few years of public schooling. The evidence of improvement on long-term measures of school performance such as special education placement is substantial for model programs but thin and inconsistent for Head Start. There is limited but provocative evidence that model programs may have positive effects on life success measures such as teen pregnancy, delinquency, welfare use, and employment, but there is virtually no evidence linking Head Start attendance with any of these variables. Benefit–cost studies show that model programs can produce long-term benefits that exceed the value of the original program investment, but it would be premature to argue that Head Start is cost-beneficial. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables.

The author examined the extent that nonpromotion to 1st grade after kindergarten can be predicted from information about school and family contexts as well as Head Start children's individual characteristics. The sample comprised 261 Head Start children and parents who were participating in a study on the transition to school. Children who lagged behind their peers on academic achievement and social adjustment indicators were more likely to be in the nonpromoted group. Parental school involvement, parental estimates of children's school adjustment, and parental satisfaction with school programs were predictive of risk for nonpromotion. Head Start children were less likely to be retained in public schools that provided educational as well as family services intended to support the transition to public school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Head Start: Only the best for America's children.

In March 1993, Senator N. L. Kassebaum introduced the Head Start Quality Improvement Act, aimed at building on the success of Head Start by connecting a dramatically increased budget with measures designed to upgrade the quality of the program. The legislation provides the US Department of Health and Human Services with the mandate, the resources, and the necessary legislative tools, using a 5-part approach to (1) establish general performance measures for all grantees; (2) strengthen program accountability mechanisms, training, and technical assistance support systems; (3) provide more effective policy enforcement and instill more competition in the program; (4) expand the current Head Start Transition Project to assist children and their families in making a successful move from Head Start to elementary school; and (5) assist families entering or reentering the work force. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' beliefs about former Head Start and non-Head Start first-grade children's motivation, performance, and future educational prospects.

The authors examined 33 first grade teachers' beliefs about their pupils' ability, effort, and interest in different academic tasks, making friends, and sports; how much education teachers thought children could and actually would achieve; and their expectations for children's next year's grades. Eighty-three of the children were former Head Start participants, and 55 were not. Teachers' beliefs and expected grades for the children were least positive in the academic areas. Teachers thought the children were capable of achieving a significantly higher level of education than they thought children actually would achieve. Teachers' beliefs about the former Head Start and non-Head Start children were similar, but teachers' beliefs did significantly differ by the children's ethnicity. Teachers' beliefs predicted children's test performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Will fifty cooks spoil the broth? The debate over entrusting Head Start to the states.

Many researchers and policymakers recognize the importance of preschool education, particularly for low-income children, and the role of state governments has become increasingly prominent in providing services. At the same time, some policy analysts have urged that Head Start should be shifted from federal to state control. Others, however, believe this is inadvisable. We sought to inform the debate over whether entrusting Head Start to the states would be a sound policy decision by examining extant state preschool programs. Our survey of 31 programs that matched our criteria suggested that state-funded initiatives vary widely in design, implementation, and quality. There are some common areas of strength and weakness: States tend to be strong in domains such as classroom quality, but are weak on providing comprehensive services. Overall, we find reason for serious concern regarding Head Start devolution from federal to state control at this time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring behavioral regulation in four societies.

The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head–Toes–Knees–Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to teacher-rated classroom behavioral regulation; and (b) relations between the HTKS and early mathematics, vocabulary, and literacy skills. Higher HTKS scores were significantly related to higher teacher ratings of classroom behavioral regulation in the United States and South Korea but not in Taiwan and China. Also, higher HTKS scores were significantly related to higher early mathematics, vocabulary, and literacy skills beyond the influence of demographic variables and teacher-rated classroom behavioral regulation. These initial findings suggest that HTKS scores may be interpreted as reflecting early behavioral regulation in these 4 societies and that behavioral regulation is important for early academic success in the United States and in Asian countries. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Gender differences in general academic self-esteem and in success expectations on defined academic problems.

In this study, gender differences in different dimensions of academic self-concept were examined. General academic self-esteem and expectations of being able to master particular math and verbal problems were measured in 231 sixth-grade Norwegian students. The girls had a substantially higher level of achievement and higher success expectations than their male classmates in Norwegian and English tasks, whereas there were no gender differences in achievement or success expectations in mathematics or in general academic self-esteem. A path analysis revealed that the differences in success expectations in English and Norwegian were no larger than could be explained by differences in achievement, and support for a direct effect of sex stereotypes on success expectations was not found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of a language and literacy intervention on Head Start children and teachers.

A language and literacy intervention was implemented in 10 Head Start classrooms. Teachers were trained in specific book reading and conversation strategies. The focus of the intervention was to train teachers how to increase opportunities for language and vocabulary development in young children. At the end of the year, children in the intervention classrooms performed significantly better than children in the control classrooms on the Peabody Picture Vocabulary Test-III and the Expressive One-Word Vocabulary Test (3rd ed.). In addition, teachers in the intervention classrooms used strategies that promoted language development during book reading and other classroom activities. Head Start teachers can be trained to implement strategies that have positive effects on children's language and literacy development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Head Start for the 21st century.

Social and economic conditions since the creation of Head Start in 1965 have worsened. The stresses of economic restructuring in the US and the pervasiveness of violence have severely eroded the capacity of many families to provide safe and caring homes in strong communities. The necessary adaptation of Head Start to these new conditions involves the essential linkage of early childhood and family support approaches with community economic development. This strategy must include a reappraisal of mental health paradigms that will enable children, youth, and families to be healthy and productive members of their neighborhoods and country. Although public support for Head Start remains strong, considerable rethinking about a Head Start for the 21st century is now occurring; results will affect the quality of life for the entire society. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Initial training in professional psychology: The practicum competencies outline.

The practicum is the first practice-based step toward independent professional competence in psychology. As the practicum becomes a focus of interest in psychology education, there is a strong need to identify the domains and levels of competence that should be the focus of practicum training. To address this need, the current report introduces the Practicum Competencies Outline, a summary of competency domains and expected levels of competence that may be attained during practicum. The relationship between the Outline and other recent work on competencies in psychology is discussed, and its potential uses in education and training are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs.

This article examines how successful Project Head Start has been as a preschool program for economically disadvantaged children. Most Head Start evaluations have not controlled for initial differences between Head Start and comparison groups. They have also limited comparisons to those with no preschool experience, rather than considering other preschools as an alternative comparison group. Subjects were 969 disadvantaged children attending Head Start, other preschool, or no preschool in 1969–1970, longitudinally evaluated on a variety of cognitive measures. Large initial group differences were observed between Head Start children and both comparison groups, with those in Head Start at a disadvantage on nearly every demographic and cognitive measure. Adjusting for initial background and cognitive differences, Head Start children showed significantly larger gains on the Preschool Inventory and Motor Inhibition tests than either comparison group, with Black children in Head Start (especially those of below-average initial ability) gaining the most. However, despite substantial gains, Head Start children were still behind their peers in terms of absolute cognitive levels after a year in the program. Head Start proved an impressive instrument of short-term change, even compared with other preschool experience. Gains in behaviors other than intelligence suggest that the effects may not be limited to the cognitive domain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The social status of aggressive students across contexts: The role of classroom status hierarchy, academic achievement, and grade.

This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression–status associations. Limitations and practical implications of these findings are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Preschool Approaches to Learning and Their Relationship to Other Relevant Classroom Competencies for Low-Income Children.

The validity generalization of the Preschool Learning Behavior Scale (PLBS; McDermott, Green, Francis, & Stott, 2000) dimensions was assessed for low-income, urban, preschool children. A three-factor structure was found: Competence Motivation, Attention/Persistence, and Attitude Toward Learning. This structure was congruent with the PLBS structure derived from the national standardization sample. Multi-method, multi-source concurrent validity analyses further substantiated the PLBS dimensions for use with this population. Measures of interactive peer play behaviors at home and at school, dimensions of classroom self-regulation, and assessments of receptive and expressive vocabulary provided convergent validity for the PLBS dimensions, while measures of disruptive and disconnected peer play behaviors at home and at school provided divergent validity. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Climbing the stairway to competency: Trainee perspectives on competency development.

Training programs have increasingly focused on development of competencies as a benchmark for trainee progress. While much writing on the subject of trainee competency has focused on programmatic implementation of competency-based training, considerably less attention has been paid to the experience of trainees in these programs. The current study sampled a cross-section of 641 graduate students enrolled in member doctoral programs of the Council of University Directors of Clinical Psychology. These students were divided into four groups based on stage of training and reported on their development of core competencies. Overall, students entered doctoral programs reporting high levels of adaptive trainee characteristics and felt competent in a range of areas by the time they applied for internship. Competencies in research, assessment, and intervention developed over the course of graduate training. Reported competency in research was higher for trainees endorsing a goal of a research career, while reported competency in empathy and therapeutic relationships was higher for trainees endorsing a goal of clinical practice. Findings are discussed in the context of implementing competency assessment that encompasses the ratings of trainees as well as supervisors and programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Outcomes of an emergent literacy intervention in Head Start.

Classrooms of 4-yr-olds attending Head Start were randomly assigned to an intervention condition, involving an add-on emergent literacy curriculum, or a control condition, involving the regular Head Start curriculum. Children in the intervention condition experienced interactive book reading at home and in the classroom as well as a classroom-based sound and letter awareness program. Children were pretested and posttested on standardized tests of language, writing, linguistic awareness, and print concepts. Effects of the intervention were significant across all children in the domains of writing and print concepts. Effects on language were large but only for those children whose primary caregivers had been actively involved in the at-home component of the program. One linguistic awareness subtest, involving the ability to identify the 1st letter and 1st sound of words, showed significant effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friendship and social competence in a sample of preschool children attending Head Start.

Relations between friendship (operationalized as reciprocated or nonreciprocated sociometric choices) and social competence were studied for children (mostly African American) attending Head Start. Initial analyses showed that children with reciprocated friends had higher social competence scores than children without reciprocated friends. Correlations suggested that the number of reciprocated friendships was associated with the social competence indicators studied here. Beyond the cost of having no reciprocated friends, having nonreciprocated friendships was not a liability. Cross-time analyses suggested differing patterns of relations for boys and girls. Having versus not having a reciprocated friend was unstable across time, because there was a trend toward participating in reciprocated friendships from 3 to 4 years of age (most older children had at least 1 reciprocated friend). For girls there was a positive relation between the number of reciprocated friendships at Time 1 and at Time 2. No benefit (in terms of social competence) was found for children making the transition from 1 classroom to the next with a friend. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Head Start and preschool education: Toward continued improvement.

The first 5 years of life influence school readiness and achievement; high-quality preschool experiences can enhance development (C. T. Ramey & Ramey, 1998, 1999). Ripple, Giliam, Chanana, and Zigler (1999) provide valuable data about states' efforts on behalf of preschoolers. Their data reveal that too many states still have no programs, although some have launched promising, innovative, and universal preschool programs with accompanying research. A continued role for Head Start is thus justified, but only if Head Start invests seriously and consistently in high-quality programs. Present fragmentation of services, as well as support for weak programs, must be ended. Effective technical assistance to programs and the promotion of active collaboration with other community agencies, including schools, is critical to success for states and Head Start alike. Forging a new, powerful national coalition that has adequate resources, strong political clout, needed expertise, and a commitment to children's development and school readiness is necessary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)