Dissertationen: „Children at the start“

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Osley, Kristin R. Ellis Janet. „A head start on reading for children in a head start preschool program“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10985.

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Osley, Kristin R. „A head start on reading for children in a Head Start preschool program“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10985/.

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Literacy is a fundamental to all areas of learning. Early reading experiences prior to elementary school and kindergarten years are critical factors for later reading success. This study evaluated the effect Direct Instruction® reading procedures vs. Scholastic Early Childhood Program® reading procedures on the production of letter names, letter sounds, CV and CVC blends by preschool-aged students in a Head Start program. Results showed the intervention group improved in all areas, while the control group improved only in letter naming and letter sounds. This study discusses reading as a behavioral cusp as well as limitations, and recommendations for future research.

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Waford, Rachel. „An Assessment of School Adjustment in Head Start Children“. TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/980.

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The purpose of the current study was to pilot test measures of cognitive-linguistic achievement and socioemotional competence to create an all encompassing model of school adjustment in a sample of Head Start children (N = 36). Past research examining school adjustment in low-income children has failed to address all of the components of school adjustment while often employing the same reporter (the teacher) for both predictor and outcome measures. Cognitive-linguistic measures included four subtests from the Woodcock-Johnson Tests of Achievement and two assessments of phonological awareness (rhyming and alliteration). Emotion regulation measures included teacherreported emotionality and emotion regulation, parent-reported emotionality and emotion regulation, and an assessment of how children spend their time waiting during a delay of gratification task. Social functioning measures included student-teacher relationship quality, teacher-reported social competence and behavior problems, and a sociometric interview that provided information about peer relationships in the classroom. Results revealed significant differences between children who have friendships and are well-liked and those who do not have these positive peer relationships. Teacher-reported emotion regulation predicted the presence of positive peer interactions. In turn, the presence of prosocial peer interactions was highly related to socioemotional outcomes and highly predictive of cognitive indices of school adjustment.

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Ellis, Carol M. „Typical speech and language skill of Head Start children“. Diss., Wichita State University, 2012. http://hdl.handle.net/10057/6123.

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Wynn, Benjamin E. „Exploring Predictors of Parent Involvement for Rural Head Start Children“. DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/2580.

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In the present study we examined parent participation in an extrafamilial context (Head Start) and the liunily and child development conditions that predicted such participation. Participants included 3-, 4-, and 5-year-olds and their pa rents in the Northern Utah and Southeastern Idaho areas. The families were grouped according to the ch il d's previous Head Start ex peri ence: those who had received home-based services in year one followed by center-based services in the second year ( l-IB to CB); those who had received no services in year one and home-based services in year two (HB only); and those families who had recei ved no services in year one and cente r-based services in year two (CB only). Pa rent involvement was measured using the Family Involvement Questionnaire {FIQ) which measured parent involvement according to three ll1c tnrs: home-based involvement (II Bl), school-based involvement (SBJ), and home-school confcrcncing (1-lSC). The chil dren's development assessments included the Ages and Stages Questionnaire: Social-Fmotional Scale (ASQ:SE) and the Developmental Indicators for the Assessment of Learning-Third Edition (DIAL 3). Through using the FIQ, this study investigated the predictors of the type and quantity of parental involvement using class grouping (l-IB to CB, l-IB only, & CB only), family demographics. and children's ASQ:SE, and DIAL 3 scores as independent variables. Our study revealed that even though the class grouping had no significant relation to parent involvement, there were a few independent variables that were beneficial in predicting parents' involvement. The most signi ficant finding was that the chi ld 's ASQ:SE score could be used to help predict the variance in both home-based involvement and school-based involvement acti vit ies. This study found that the higher the number of the ASQ:SE score, the parents were less likely to participate in home-based and school-based activities. Other interesting findings included that as the number or children increased, the amount of home-based parent involvement decreased. In addition to this, we found that if the parents were European-American and married, they were more likely to report being involved in home-school conferencing activities.

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Caruso, Margret. „For the children?: an inquiry into the purpose and evaluation of Head Start“. Thesis, Boston University, 1994. https://hdl.handle.net/2144/27615.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Brooks, Michael Christopher. „Press start : exploring the effects of violent video games on boys /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Vargas, Perez Sandra. „A comparison of three functional assessment strategies with Head Start children displaying challenging behavior /“. view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024525.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 141-148). Also available for download via the World Wide Web; free to University of Oregon users.

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Lien, My Thi. „The validity of the Devereux Early Childhood Assessment within a Head Start sample“. Diss., Connect to online resource - MSU authorized users, 2006.

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Thesis (Ph. D.)--Michigan State University. Dept. of Counseling, Educational Psychology, & Special Education, 2006.
Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references (p. 70-79). Also issued in print.

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Rodriguez-Escobar, Olga Lydia. „Application of the cumulative risk model in predicting school readiness in Head Start children“. Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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Boneberger, Diana, und Bogomila Kirilova. „Mumpreneurs: Motivational factors for Swedish mothers to start their own businesses“. Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26509.

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The presented master thesis is an exploratory study on the motivational factors of the Swedish Mumpreneurs to start a business. Providing a nuanced and detailed review of the evolution of the literature on female entrepreneurship, the phenomenon of ‘Mumpreneurship’ is being introduced as a new, internationally widespread concept. Following a close look at this particular contestable subject, the study shows how different internal and external factors can influence the motivation of the Swedish mothers with small children to enter self-employment. Purpose: The purpose of this study is to investigate the motivational factors of Swedish female entrepreneurs with children, so-called ‘Mumpreneurs’, to establish a business. Design/methodology/approach: A small sample of businesses with mothers as founders in the boundaries of Sweden were surveyed, with a prepared interview guide, focusing on the factors of motivation, marital status, children, family and challenges. Findings: The empirical findings of the study draw conclusions on the basis of 8 in-depth interviews conducted with Swedish Mumpreneurs. The findings of the exploratory research indicate that various internal and external factors motivate Swedish mothers with small children to replace previous employment with entrepreneurial activities. It can be argued from the results of the presented paper, that the need for independence and self-achievement, high levels of stress and lack of job opportunities, flexibility and happiness, are all instrumental in the investigation of the motivational factors. Research limitations/implications: The study has been conducted using a relatively small sample of women entrepreneurs with children in Sweden. Therefore, the findings are not representative and cannot be generalized for the whole population. The topic of interest would benefit if a research were conducted in a longer time span and replicate in range of different industries in order to further test the results.

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Covington, Smith Sandra. „The effects of targeted positive behavior support strategies on preschoolers externalizing behavior /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137690.

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Kunstmann, Amanda Hedges. „A path anaylysis for factors affecting head start teachers' beliefs about inclusion“. Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1053557205.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xiii, 126 p.; also includes graphics Includes bibliographical references (p. 107-116). Available online via OhioLINK's ETD Center

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Simon, Kathryn Kimer. „Storybook activities for improving language : effects on language and literacy outcomes in Head Start preschool classrooms /“. view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095257.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 206-216). Also available for download via the World Wide Web; free to University of Oregon users.

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Bekie, Christiana Abani. „Head Start Parent Perspectives on Child Exposure to Secondhand Smoke at Home“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4715.

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Children exposed to secondhand smoke (SHS) are at risk of developing ear infections, asthma, wheezing, bronchitis, as well as retarded lung growth. Indoor smoking is the main source of children's exposure to SHS. Despite a downward trend in smoking, children from low income families, especially African American and Hispanic children, continue to be exposed to SHS at a higher rate than their wealthier counterparts. This multiple case study explored the perceptions of 15 parents of 3- to 5-year-old children currently enrolled in Head Start regarding children's exposure to SHS. This study relied on the social ecological model, the theory of reasoned action, and harm reduction for understanding the views of parents and protective behaviors aimed at eliminating children's exposure to SHS in their homes. Data were obtained from semistructured individual interviews and document reviews. Data were analyzed inductively through coding to develop themes and thick rich descriptions of each case and a composite of all cases. Although participants were aware that SHS poses serious threats to the health of children, overall, they lacked knowledge of SHS exposure. They also exhibited a lack of awareness of specific illnesses associated with children's exposure to SHS. Findings from this study might help improve parents' understanding of the health risks associated with exposing children to SHS and possibly help reduce the exposure of Head Start children to SHS through the use of contextualized interventions within the Head Start community.

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Tiano, Jennifer D. „Managing classroom behavior of Head Start children using response cost and token economy procedures“. Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3651.

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Thesis (M.A.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains iv, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 53-61).

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Kok, Siat Yeow. „Developing children's cognitive functions and increasing learning effectiveness : an intervention using the Bright Start cognitive curriculum for young children“. Thesis, Durham University, 2011. http://etheses.dur.ac.uk/625/.

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To prepare the young generation for the challenges of a competitive and rapidly changing world, the education systems of Singapore and in many countries in East Asia are focusing on developing children's thinking and learning skills. This research study examines the effects of a cognitive programme, the Bright Start Cognitive Curriculum for young children, on kindergarten children's cognitive functions and their learning effectiveness. The study adopted an experimental, pretest posttest design with an experimental group of 43 children and a control group of 37 children. The Bright Start Cognitive Curriculum was systematically implemented over a period of six months with the children from the experimental group. The children from the control group had their regular integrated thematic curriculum. The study used a combination of methods to collect data, involving measurements of children's pre and post tests performances on cognitive tasks, analyses of video recordings of teaching observations and teachers‟ feedback of children‟s performances in class. The findings of the research study suggest that children from the experimental group showed greater improvement in all the cognitive tasks from pre to post testing than the children in the control group. The children‟s response to mediation scores in the experimental group were positively correlated with their post test scores. The experimental teachers scored higher in all three essential components of Mediated Learning Experience (MLE) than the control teachers; with marked difference between the two groups in the criteria of transcendence. However, the control teachers scored better in affective involvement, which is not one of the essential qualifying components of MLE.

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Rowley, Terra E. „The effect of music therapy as a behavior intervention for preschoolers in a Head Start program“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344447.

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Behavioral competencies are important elements of school readiness and make up an important component in any preschool curriculum. In this study, music therapy was implemented in a Head Start preschool program as a behavioral intervention. Forty-five subjects received music therapy sessions in groups of six to ten children for 25 minutes, twice weekly. The first treatment group received music therapy intervention along with the regular curriculum for eight weeks while the other subjects participated in the regular curriculum only. The second eight weeks, the second treatment group received music therapy intervention along with the regular curriculum while the first group participated in the regular curriculum only. Head Start teachers used the Behavioral Objective Sequence to assess all students at the beginning, in the middle and at the end of the sixteen week period. Results indicated a significant increase in positive behavioral competencies associated with the music therapy intervention. Additionally, the music therapy intervention had a stronger impact on older students (ages five to six years) versus younger students (ages three to four years).
Department of Special Education

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Ross, K. B. „Directors’ perceptions of parent involvement in the Early Head Start and Sure Start early intervention programs : a cross-Atlantic study“. Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:bcc8f285-082e-47e5-8194-3c5c2d8093ba.

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This research is a cross-Atlantic study of Sure Start and Early Head Start program directors' perceptions of parent involvement in their early intervention programs, with a focus on the provision and take-up of parenting and employability-focused services. The review of the literature, which informed the survey design and the later data chapters, focuses on poverty and parenting, working parents, welfare reform, and early intervention programs, including early childhood education and care policies in England and the United States. Data was collected via an online survey, administered to all those individuals directing either a Sure Start Local Programme (including those that had been designated as Children's Centres) in England or an Early Head Start program in the USA. There was a 40.3% response rate (231 English and 236 American directors, resulting in a total of 467 respondents). The survey questioned directors on their background, and also sought their views of the area in which their program operated, characteristics of their programs and their perceptions of the families accessing the parent-focused services offered by their early intervention program. The resulting data was used to address the primary theme of parenting and employability, drawing associations between reported parent involvement and directors' perceptions of area, program and family characteristics. The findings also led to the establishment of secondary themes: the targeting and catchment area approach to service provision, engaging disadvantaged families, relationships with partner agencies, issues of funding and resources, particularly for staff, and the expansion of Children's Centres. A summary report was sent to all participating directors. It is hoped that this research has benefited program directors, providing insights into the local-level experiences had by their colleagues both within their own country and across the Atlantic, particularly with respect to parent involvement in early intervention programs.

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Carpenter, Erika Michelle. „A Curriculum-Based Approach for Social-Cognitive Skills Training: an Intervention Targeting Aggression in Head Start Preschoolers“. Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/CarpenterEM2002.pdf.

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Vitiello, Virginia E. „Executive Functions and Approaches to Learning: Relationships to School Readiness in Head Start Preschoolers“. Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/469.

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The purpose of this study was to determine whether the effects of executive functions on school readiness outcomes were mediated by approaches to learning in Head Start preschoolers. Executive functions are cognitive skills, including inhibition, cognitive flexibility, and working memory, that are involved in learning as well as regulating behavior (Blair, Granger, & Razza, 2005; Espy, McDiarmid, Cwik, Stalets, Hamby, & Senn, 2004). Approaches to learning include important learning-to-learn skills such as persistence, initiative, and motivation (Fantuzzo, Perry, & McDermott, 2004). Based on previous literature, it was hypothesized that strong executive functions would support the development of positive approaches to learning, which in turn would lead to increased school readiness. To test this, data were collected on 179 four-year-old Head Start preschoolers. Children were assessed on executive functions (cognitive inhibition, cognitive flexibility, and working memory), approaches to learning (using both a teacher rating scale and a direct observation), school readiness, and verbal ability. Results indicated that approaches to learning partially mediated the relationship between executive functions and school readiness, providing support for the study's main hypothesis. Results are discussed in the context of preparing at-risk preschool children for success in school.

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Beckner, Rebecca. „Young children at-risk for externalizing behavior problems examination of behavior change utilizing universal positive behavior support strategies /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4691.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 29, 2007) Vita. Includes bibliographical references.

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Alger, Megan W. „Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms“. Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children’s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, Mathematics: A Creative Curriculum Approach, which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group.

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Bahl, Alisa Beth. „Adapting parent-child interaction therapy to train Head Start teachers in behavior management“. Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1351.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 86 p. : ill. Includes abstract. Includes bibliographical references (p. 55-59).

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Shepherd, Elizabeth J. „Intervening to Promote Social Skill Usage in Head Start Preschoolers: A Single-Group Design Evaluation of Effectiveness“. Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/ShepherdEJ2008.pdf.

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Taussig, Patricia L. „The effects of teacher participation and probing on language production during sociodramatic play of Head Start students“. Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/558367.

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An experimental comparison was made of the effects of teacher participation, teacher probing behavior, and nonparticipation by teachers during the sociodramatic play sessions of three groups of Head Start preschool students (twelve subjects). A combination of the multiple baseline and multielement single-subject designs was employed to study the effects of teacher participation in sociodramatic play on the amount of language production exhibited by Head Start students. A Placheck method was utilized to record student language production at the end of each 10-second interval throughout each 10-minute session. Thirty play sessions were observed and recorded by both the researcher and a videocamera. Students were selected by their teachers, and all play sessions took place within the children's own classroom. Subjects included six males and six females.The study was divided into three phases. The Baseline phase included the alternation of the conditions of teacher participation and nonparticipation. At the end of this phase, teachers were trained in the use of probes, or questions to which the answer is not known by the teacher. During the Probe phase, teachers participated in play sessions daily and utilized frequent probes. During the Multielement Manipulation phase, the conditions of teacher participation alone and teacher participation emphasizing the use of probes were randomly alternated. Graphic representations of subject performance data were used to portray intersubject and intrasubject variability.Results indicated that rates of student language production increased for 10 out of 12 students (83%) when exposed to the condition of teacher probing during the Probe phase of the study. When the effects of teacher participation and teacher participation emphasizing probing were compared, it was found that 11 out of 12 students (92%) exhibited higher rates of language production during the condition of teacher probing.It was concluded that the use of teacher participation in the sociodramatic play of Head Start students, particularly with an emphasis on probing behavior, proved to be most beneficial in enhancing the amount of language production of the students. The findings of the present study lend support to the concept that teacher participation in the sociodramatic play of low-income preschool children can result in increased student language development.

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Holder, Debra Herschberg. „The good, the bad, and the better: A constructivist study of one Healthy Start Collaborative“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1515.

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Björkman, Eva. „Inskolning av de yngsta barnen i förskolan : Viktiga aspekter för en god start för barn och föräldrar“. Thesis, Växjö University, School of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1975.

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Syftet med min rapport var att belysa vad som verkligen är viktigt att tänka på för att kunna uppfylla läroplanens krav om att erbjuda barn och föräldrar en god introduktion i förskolan.

För att få de små barnens perspektiv tog jag del av forskning om hur små barn samspelar med andra människor.Genom intervjuer fick jag veta hur föräldrar och personal tänker. Jag tittade dessuton på forskning om hur den pedagogiska miljön kan påverka inskolningen.

Arbetet resulterade i att jag kompletterade min långa erfarenhet av praktiskt arbete med de yngsta barnen i förskolan med teoretiska kunskaper om små barns samspelsutveckling. Barn har från ettårsåldern förmåga att samspela och att inleda nya nära relationer. Men de har behov av och rätt till att möta vuxna i förskolan som har kunskap, intresse och engagemang. Jag insåg vid mina intervjuer hur viktigt det är med tydlig och riklig information till föräldrarna om hur förskolans verksamhet fungerar och om vad som förväntas av dem i samband med inskolningen.

Beaktar man dessa aspekter ger man bra förutsättningar för en god start för såväl barn som föräldrar.

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Robinson, Leah E. „Getting an "Active Start" the effect of project SKIP on object control skills in preschoolers who are disadvantaged /“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180907566.

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Faria, Ann-Marie. „Peer Interactions and School Readiness in Head Start Children: Physical Aggression, Relational Aggression, and Prosocial Behavior“. Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/218.

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The current study investigated the relationship between peer interactions and school readiness children enrolled in Head Start. The constructs of displayed and received physical aggression, relational aggression, and prosocial behavior within children's peer interactions were examined through direct observation. School readiness was measured through direct assessment. It was hypothesized that aggression within peer interactions would predict lower school readiness, while prosocial behaviors within peer interactions would predict better school readiness. Sex was also hypothesized to moderate the relationship between relational aggression, relational victimization, physical aggression, physical victimization and school readiness. It was hypothesized that relational aggression and victimization would more severely impact the school readiness of girls and physical aggression and victimization would more severely impact the school readiness of boys. Structural equation modeling (SEM) analyses revealed that physical aggression and victimization as well as displayed and received prosocial behavior did not significantly predict school readiness. Relational aggression predicted better school readiness. Also, sex moderated the relationship between relational victimization and school readiness such that relational victimization predicted better school readiness for girls, but did not predict school readiness for young boys. Knowledge gained from this study can inform preschool classroom practices on the role that peer aggression and prosocial behavior play in individual differences in children's school readiness.

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Team, Rachel Marie. „Is social-emotional development a predictor of school success in Head Start children? A field study“. [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1866.

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Kaylor, Barbara J. „Child abuse has Healthy Start made a difference in Oregon? /“. Related resources; Click on: Programs & Initiatives > Healthy Start, 2002. http://www.ccf.state.or.us/pageoccfsitemap.html.

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Williams, Annie. „An evaluation of the experiences and perceived effects of children using a local Sure Start Programme“. Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/an-evaluation-of-the-experiences-and-perceived-effects-of-children-using-a-local-sure-start-programme(dfcae0a0-d7be-4944-a733-b05e06b5715f).html.

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At the end of the last century a governmental comprehensive review recognised that changes to children's services in the UK were needed, as existing services were unable to meet the developmental needs of many children particularly those living with disadvantage. Early interventional services and programmes are designed to promote the development of children and research, much of which has been carried out in the USA, has found that the most effective interventions are holistic services able to recognise and meet the needs of communities, families and children. In the UK this knowledge contributed to the creation of Sure Start, a national early interventional programme working to promote the development of children through local agencies set in deprived areas over the whole of the country. This thesis explores the experiences of children and their families using a local Sure Start programme in Wales, and examines the perceived effects of the programme on the development and developmental environment of the children. The descriptive short-term longitudinal cohort investigation was based in Rhondda Cynon Taff Sure Start, a local programme whose services are available for all families with young children who live in the county. Thirty one families from Rhondda Cynon Taff with thirty four children aged between 3-48 months old were recruited to the study, the sample consisted of eight children (25%) from multi-risk families and twenty- six (75%) from lower-risk families. Complete data sets were obtained for 88% of the sample. The developmental progress and the developmental environments of children were measured over the time of service use using well validated, standardised instruments (ASQ, ASQrSE, HOME). Family experiences of service use and perceptions of its effects on participant children were explored by narratives elicited by semi-structured interviews conducted with parents before and after service use. The family experiences also were set within the framework of the Developmental Systems Model for Early Intervention to discover whether this model could be profitably used to direct and evaluate the services provided by a Sure Start Local Programme. The data revealed that lower-risk families were more likely to: use universally available Sure Start activities and services; approach health professionals to request help when child or family problems arose; engage well in and remain in service use. Multi-risk families were more likely to be referred to Rhondda Cynon Taff Sure Start services to meet concerns identified by health and educational professionals, and less likely remain in service use. Inspection of the individual assessments of participant children showed that Rhondda Cynon Taff Sure Start services could be associated with beneficial impacts on the development of many children from lower-risk families. A statistically significant effect on aspects of lower-risk children's home environments was also demonstrated. Service use was found to be less effective for children from multi-risk families; all multi-risk children left service use with persisting developmental delays and no significant effect on the home environment of these families was identified. This study also supported the use of Children's Centres to provide early intervention services: the provision of Sure Start services over the wide geographical area of Rhondda Cynon Taff did not appear to promote universal local knowledge of services, and made use of the full range of services difficult for some families who were not within walking distance of services. Application of the Developmental Systems Model for Early Intervention to the experiences of participant families identified areas where changes to the current practices of Sure Start Local programmes, as illustrated by Rhondda Cynon Taff Sure Start, could be beneficial. The process suggested that adherence to the model's framework may increase the programme's ability to recognise and meet the developmental needs of the service users, and also suggested that changes to the early interventional model could increase its ability to guide the process of effective early interventional services, particularly when working with vulnerable or hard to reach families and children.

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Ram, Anshumala. „Effects of Head Start participation on cognitive and social functioning of children in the United States“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2000.

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Rector, Edna J. „Early Head Start : home visiting and parenting group program uptake : an implementation study /“. Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8132.

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Maconochie, Heloise. „Young children's participation in a Sure Start Children's Centre“. Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/7437/.

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Between 2006 and 2010 New Labour launched a network of children's centres as one element in a programme of reform of services for children. Sure Start children's centres were set up as multi-agency settings for children under the age of five and their families. Concomitant with these developments a number of policies converged to give momentum to the notion of children's participation in matters that affect their lives. Political measures included Every Child Matters (DES, 2003) and section 3.5 of the Childcare Act (2006) which stated that local authorities must consider the views of children in relation to early childhood services. Consequently, there was and remains an imperative for children's centres to bring children's perspectives to bear upon their policies and practice, and to ensure that children participate in decisions regarding service design, delivery and evaluation (Sure Start, 2005). Using a methodology that draws upon the traditions of ethnography and participatory action research, this thesis presents an analysis of how the notion of children's participation has been conceptualised, enacted and enhanced in a Phase One children's centre in the North of England across the following services: education and care; family support; child and family health; inclusion and therapy services. Fieldwork was conducted with children, parents and staff of Towersham Park Children's Centre over a twelve month period during 2008-2009 and involved a variety of observational and participatory methods. Previous research about Sure Start predominantly focuses on the effectiveness of programme delivery. However, there is very little research which explores children's participation across a range of children's centre services and includes the perspectives of those who often face barriers to participation, such as babies, preverbal and disabled children and those from ethnic minority and migrant groups. This study addresses these gaps. Research findings suggest that, to understand what young children's participation means in a children's centre context, we need to pay attention to the different socio-spatial domains, cultural-ethical dilemmas and dominant discursive regimes within which participation is situated. Unmasking these domains, dilemmas and discourses enables practitioners to examine their effects of power in constraining and enhancing children's participation and to construct new ways of thinking and being with children. I conclude by arguing that children's participation is as much a micro-political and ethical process of embodied performance in space, as it is a cognitive, discursive activity of children expressing their views and making decisions. These findings have significant implications both for broadening current conceptualisations of participation to make them more inclusive of young, pre-verbal and disabled children and for informing early childhood multi-professional practice to make it more democratic.

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Schultz, Sheila R. „Socioemotional Development of Low-Income Children in the Public School Intervention Program“. Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27338.

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The current study used data gathered as part of the Head Start/Public School Transition Project (Virginia Site), and included only data on the children who were part of Cohort II (i.e., enrolled in kindergarten in 1993). This database was examined to determine how select child and family characteristics uniquely contributed to parents' and teachers' ratings of the children's social skills and problem behaviors. A series of exploratory factor analyses (EFA), using principal components extraction and varimax rotation, were conducted to identify from the available database underlying constructs associated with the children's development of social skills and problem behaviors. Results of the EFA were used to construct predictor and dependent variables. Separate univariate models were established at four time points and hierarchical multiple regression was used to examine the unique contributions of the various predictors of parent and teacher ratings of children's social skills and problem behaviors. Of the demographic variables examined, the unique contribution of Hispanic ethnicity to parents' ratings of the children's social skills and problem behaviors was significant at all time points. Other predictors that were significant and uniquely contributed the most to parents' ratings of the children's social skills included the family's routine (beginning of kindergarten), parenting style (end of kindergarten), and attitudes about the neighborhood (end of first grade). Parents' attitudes about the behavior of children in the school was a significant predictor of parents' ratings of the children's problem behaviors. None of the predictors contributed significantly to the teacher's ratings of the children's social skills or problem behaviors.
Ph. D.

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Lowenstein, Amy Elisabeth. „Fostering the socio-emotional adjustment of low-income children the effects of universal pre-kindergarten and head start in Oklahoma /“. Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/461268104/viewonline.

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Arango, Liza. „Understanding School Readiness Abilities of Bilingual Latino Head Start Children and the Differences Among Latin American Regions“. Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3579.

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Limited research has been conducted focusing on the school readiness abilities among bilingual Latino children. Additionally, little is known about how children from different Latin American regions may differ in their readiness skills. This study examines the differences in school readiness abilities in both English and Spanish of a group of bilingual Latino Head Start children in five counties in Florida (n = 202). Specifically, the study investigates the differences in abilities among children from different Latin American Regions (i.e., North American, Caribbean, Central American, and South American). School readiness skills were assessed using subtests from the Woodcock Johnson III Complete, the Batería III Woodcock-Muñoz, the Peabody Picture Vocabulary Test-Fourth Edition, and the Test de Vocabulario en Imágenes Peabody. Additionally, a demographic parent interview was used to examine specific family factors that may influence the children’s development of these skills. All participants attend Head Start and come from households where Spanish is one of the languages spoken. A series of one-way ANOVAs were calculated to test the differences among the groups, and multiple regressions were used to evaluate the relationship between several family factors and the children’s abilities. Results indicated significant differences among Latin American Regions in the area of Oral Language in English and Spanish. Furthermore, all family factors were related to some extent with the children’s Oral Language skills in both languages. Mother’s years of residence in the U.S. as well as mothers’ English proficiency were shown to increase English-Oral language scores for most of the participants. This research study will add to the literature information about the abilities of specific Latino groups given that research focusing on this population tends to overgeneralize their findings.

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Hoffman, Jill Ashley. „Promoting Healthy Social-Emotional Development in Vulnerable Young Children: The Importance of Head Start Teachers and Centers“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468933916.

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Gothie, Sarah Conrad. „"Great minds start little" unpacking the Baby Einstein phenomenon /“. Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1162674582.

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Mele, Sarah M. „Supporting Teachers and Children During In-Class Transitions: The Power of Prevention“. [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002450.

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Theint, Ei P. „Empirical Analysis of Causes of Income Inequality: A Level Playing Field for Children at the Start of School Career“. Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/416.

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Numerous and countless factors have been theorized to be causes of inequality. This paper started with identifying the most important determinants of income inequality through theoretical research. Among the various theories of causes of inequality, I hypothesized creating a level playing for children at the very start of their career as students as an important determinant. In order to test the hypothesis that a level playing field is important to help fight inequality, a regression tailored for this question is created. I develop a regression model using the variable public expenditure on primary education as the variable to be tested while controlling for other important determinants of inequality including public expenditure per student on all stages of education, unemployment rate, GDP per capita, GDP growth, and governance indicator. The empirical model confirms theory that quality of primary education is highly beneficial for students. I conduct further theoretical research concerning ways to improve the quality of primary education and included them in policy recommendation section.

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Muhammad, Yvonne Jean. „Low-income African American parents' views about the value of play for their preschool age children in Head Start“. Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11172009-192120.

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Thesis (Ph. D.)--Florida State University, 2009.
Advisor: Marsha Rehm, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed on April 19, 2010). Document formatted into pages; [contains ix, 81 pages]. Includes bibliographical references.

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Machell, G. „Food welfare for low-income women and children in the UK : a policy analysis of the Healthy Start scheme“. Thesis, City University London, 2014. http://openaccess.city.ac.uk/15159/.

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Food welfare for low-income women and children in the UK is an unexplored area of food policy. The current food welfare scheme for low-income women and children in the UK is called Healthy Start, and this replaced the previous Welfare Food Scheme in 2006. The main changes were that Healthy Start was intended to be more health focussed and aimed to influence behaviour change by providing a voucher that could be spent on fresh (and later frozen) fruits and vegetables, milk or infant formula. The previous scheme only provided milk and infant formula. In addition it was intended that there would be more interaction with health professionals as part of the scheme. Little is known about why the Welfare Food Scheme changed to Healthy Start and what influenced the initiation, formation and implementation of Healthy Start. Nor is there substantial information on how Healthy Start operates in practice. The objectives of this thesis were to consider what influenced the development of Healthy Start and to consider how Healthy Start as a policy relates to Healthy Start in practice. After mapping how Healthy Start was developed, what is known about the scheme, undertaking a literature review on subject specific literature, research questions were developed to direct the line of inquiry. A theoretical literature review explored methods of policy analysis that could inform the overarching methodology. Models of policy analysis and literature on the policy process were developed to better understand the policy process that informed Healthy Start. To address the research questions, three phases of research were undertaken. The first was a policy analysis of publically available policy documents using Kingdon’s concept of policy streams to make sense of the process; the second was a series of semi-structured interviews with policy participants to add detail to the first phase. A recurring issue was the role of the Health Professional in delivering Healthy Start, and a case study with health professionals who deliver Healthy Start in one Borough of London was developed to further explore this issue. The findings indicate that the shift from the Welfare Food Scheme to Healthy Start was largely influenced by political factors, with inadequate consideration of public health objectives and practical components of behaviour change. A lack of training and support for health professionals who are gatekeepers of the scheme was apparent at all points of the policy process. By tracking the development of the Healthy Start scheme and its place within food welfare this research highlights the need for more thorough consultation and thoughtful development if complex schemes crossing welfare and food policy are to be successful.

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Galinato, Dena L. „A Parent Training Program to Promote Healthy Social and Emotional Health for Children in the Early Head Start Program“. Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824175.

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This parent training program was designed to be utilized within the Early Head Start Program. The proposed program is an eight-module program design to be implemented in eight sessions, two hours each, for a one-month duration. The aim of the parent training program is to increase parent participation in their child’s therapy sessions. The participants are parents of children with developmental delays who are found to be eligible for the Early Head Start Program. Through attending the parent training program, several outcomes are likely to occur including, increased social and emotional developmental outcomes for the child, a stronger parent-child bond, an increased awareness for the parent regarding how to effectively promote learning for their child with special needs, a more authoritative parenting style to be adopted by the parents, and a decreased likelihood of abuse and neglect for the child. The proposed parent training program provides a parent training implementation outline, an initial parent survey, and several quizzes to determine the parent’s competency throughout the modules. Suggestions for future research, discussions of strengths and limitations, and program evaluations were offered for discussion.

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Lazarevic, Lidija. „Start Your Motor to Break the Code: a case of collaboration between school and parents of children with dyslexia“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31378.

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The intention of this case study is to contribute to the general body of special education needs (SEN) knowledge with the results from SEN provision practice for children diagnosed with dyslexia in one particular school. The aim of the study is to get a deeper understanding for how educators (headmaster, teachers and SEN teachers) and parents of children diagnosed with dyslexia experience their collaboration in meeting the needs of these children in the inclusive mainstream classroom. Questions addressed are: how communication of expectations for the remedial measures takes place, how the process of remedial measures is communicated, how educators and parents experience their cooperation and, what impact does the school policy have on the collaboration between teachers and parents. The theoretical framework is based on a communication, relations-based perspective (KoRP). The hybrid nature of this perspective covers the different aspects of the schools organisation and practice with the focus on relation between individuals and their environment. Participation of pupils with dyslexia in the learning process is observed in the classrooms as well as through the eyes of their educators and parents. Relations of all sides involved in the SEN: teachers and parents, teachers and pupils with dyslexia, parents and their children are studied. Formal and informal communication and collaboration, seen as participation in SEN activities, are analysed. The methods used are: observations of two lessons, school document analysis and seven interviews. Four educators and three parents are interviewed. The empirical findings confirm the vital role of good relations for learning of children with dyslexia. Good relations can be established and maintained by securing the clear routines in school with the special accent paid on the sensitivity of the initial contact between school and parents. Swift action in recognizing the difficulties, introducing a SEN toolkit and contacting parents is appreciated by all sides involved. The parents’ relief from the guilty feeling of inadequacy follows. Good relations require meetings in person. Collaboration is established by good relations and it enhances the participation in learning activities of children with dyslexia. School policy documents have a positive effect in giving clear guidance in securing routines of SEN. They provide enough maneuvering space before the action plans of provision (APP) are introduced. Educators see action plans of provision (APP) as necessary documentation while parents show indifference to them. Much about SEN routines in the years 1-3 remains to be done. In conclusion, the effects of clear routines as defined by Skolverket (2014) leave space for building good relations on all levels: organisational, group and individual and have a positive outcome in this case study. The implications of this study are directed mainly to broadening the mandatory rights of the SEN educators in organising a closer collaboration with the parents of children diagnosed with dyslexia and spreading SEN knowledge to the early stage of the school. Although the results of this case study cannot be generalized they cast the light on questions that need yet to be answered by all schools: how SEN educators can best be involved in the early intervention (years 1-3) and what more they can do to improve the collaboration between school and parents from the position of KoRP.

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Collett, Brent R. „Addressing Disruptive Behaviors in the Preschool Classroom: An Adaptation of Parent-Child Interaction Therapy (PCIT) for Head Start Teachers“. DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/6176.

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Several researchers have begun to investigate early intervention and prevention programs, seeking to alter the trajectory of early-onset behavior problems. While it appears that multi-modal programs are the most promising approach, researchers have only recently begun to evaluate programs that use a similar treatment approach across settings and there is currently little information about classroom-based treatments for disruptive behaviors among preschoolers. The purpose of this study was to develop a classroom-based intervention based on the Parent-Child Interaction Therapy (PCIT) model developed by Eyberg. In addition, this study provides an initial investigation of the efficacy of this program with an emphasis on evaluating changes in teacher behavior and treatment acceptability. The intervention was provided to a group of 26 teachers from 13 Head Start classrooms. Results indicated minimal changes in observed teaching behavior and no significant changes in teachers' self-efficacy. Although the intervention was rated as being acceptable by teachers overall, ratings were somewhat lower for sessions dealing with child-directed activities; teacher comments indicated that this component was difficult to implement in the classroom. Observations of child behavior indicated reductions in both prosocial and disruptive behaviors. Teacher-completed rating scales indicated statistically significant reductions in disruptive child behaviors and child behavior problems, although the magnitude of these changes was generally small. The implications of these findings will be discussed and modifications will be proposed for increasing the effectiveness and acceptability of this intervention.

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Gonzales, Terri Lynn. „Child Teacher Relationship Training As a Head Start Early Mental Health Intervention for Children Exhibiting Disruptive Behavior: an Exploratory Study“. Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149553/.

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This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters’ reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < .05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF: ?p2 =.173; DOF: ?p2=.164) when compared to CD, revealing the practical significance of the findings on reducing disruptive behaviors. According to independent raters on the DOF, 90% of children receiving the CTRT intervention moved from clinical levels of behavioral concern to more normative levels of functioning following treatment, establishing the clinical significance of CTRT as an early mental health intervention for preschool children in Head start exhibiting disruptive behavior.

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Livengood, Megan C. Gallagher Kathleen Cranley. „Children's behavior during group storytime in Head Start pre-kindergarten“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1306.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education Early Childhood, Families, and Literacy." Discipline: Education; Department/School: Education.

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Dissertationen zum Thema „Children at the start“

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