844
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Relationships Between Families and Head Start Staff: Associations with Children’s Academic Outcomes Through Home Involvement and Approaches to Learning

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7), 952–973. https://doi.org/10.1037/edu0000255
  • Ayoub, C., Vallotton, C. D., & Mastergeorge, A. M. (2011). Developmental pathways to integrated social skills: The roles of parenting and early intervention. Child Development, 82(2), 583–600. https://doi.org/10.1111/j.1467-8624.2010.01549.x
  • Bandura, A., & McClelland, D. C. (1977). Social learning theory (Vol. 1). Prentice Hall.
  • Becker, G. S. (1991). A treatise on the family. Harvard University Press.
  • Bulotsky-Shearer, R. J., Wen, X., Faria, A. -M., Hahs-Vaughn, D. L., & Korfmacher, J. (2012). National profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children’s school readiness. Early Childhood Research Quarterly, 27(4), 627–639. https://doi.org/10.1016/j.ecresq.2012.02.001
  • Burchinal, M., Zaslow, M., Tarullo, L., Votruba-Drzal, E., Miller, P., Cavadel, E. W., & Peisner-Feinberg, E. (2016). Quality thresholds, features, and dosage in early care and education: Secondary data analyses of child outcomes. Monographs of the Society for Research in Child Development, 81(2), 1–126. https://doi.org/10.1111/mono.12237
  • Bustamante, A. S., White, L. J., & Greenfield, D. B. (2017). Approaches to learning and school readiness in Head Start: Applications to preschool science. Learning and Individual Differences, 56, 112–118. https://doi.org/10.1016/j.lindif.2016.10.012
  • Chazan-Cohen, R., Ayoub, C., Pan, B. A., Roggman, L., Raikes, H., McKelvey, L., Whiteside Mansell, L., & Hart, A. (2007). It takes time: Impacts of early Head Start that lead to reductions in maternal depression two years later. Infant Mental Health Journal, 28(2), 151–170. https://doi.org/10.1002/imhj.20127
  • Chen, J. Q., & McNamee, G. D. (2011). Positive approaches to learning in the context of preschool classroom activities. Early Childhood Education Journal, 39(1), 71–78. https://doi.org/10.1007/s10643-010-0441-x
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428.supp
  • Dunn, L. M., Dunn, L. L., & Dunn, D. M. (2006). Peabody picture vocabulary test, fourth edition examiner’s manual and norms booklet. American Guidance Service.
  • Early Childhood Learning and Knowledge Center. (2020). Approaches to Learning. U.S. Department of Health and Human Services, Administration for Children & Families, Office of Head Start, https://eclkc.ohs.acf.hhs.gov/school-readiness/article/approaches-learning
  • Elicker, J., Wen, X., Kwon, K. -A., & Sprague, J. B. (2013). Early Head Start relationships: Association with program outcomes. Early Education and Development, 24(4), 491–516. https://doi.org/10.1080/10409289.2012.695519
  • Enders, C. K., Mistler, S. A., & Keller, B. T. (2016). Multilevel multiple imputation: A review and evaluation of joint modeling and chained equations imputation. Psychological Methods, 21(2), 222–240. https://doi.org/10.1037/met0000063
  • Falgout, M. K., & McSorley, L. D. (2020). State and local wins illustrate national demand for early learning investments. Center for American Progress. https://www.americanprogress.org/article/state-local-wins-illustrate-national-demand-early-learning-investments/
  • Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467–480. https://doi.org/10.1080/02796015.2004.12086262
  • Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19(3), 212. https://doi.org/10.1521/scpq.19.3.212.40276
  • Forry, N., Bromer, J., Chrisler, A., Rothenberg, L., Simkin, S., & Daneri, P. (2012). Family-provider relationship quality: Review of conceptual and empirical literature of family-provider relationships, OPRE Report #2012-46, Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Guberman, S. R. (2004). A comparative study of children’s out-of-school activities and arithmetical achievements. Journal for Research in Mathematics Education, 35(2), 117–150. https://doi.org/10.2307/30034934
  • Guterman, N. B., & Hahm, H. C. (2001). Empowering parents in home visitation. In N. B. Guterman (Ed.), Stopping child maltreatment before it starts: Emerging horizons in early home visitation services (pp. 162–186). Sage Publications.
  • Head Start act, 42 U.S.C. § 9801 et seq. (2016). https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii
  • Heckman, J. J. (2016). There’s more to gain by taking a comprehensive approach to early childhood development. The Economics of Human Potential.
  • Hong, S. L. S., Sabol, T. J., Burchinal, M. R., Tarullo, L., Zaslow, M., & Peisner-Feinberg, E. S. (2019). ECE quality indicators and child outcomes: Analyses of six large child care studies. Early Childhood Research Quarterly, 49, 202–217. https://doi.org/10.1016/j.ecresq.2019.06.009
  • Hughes, J., & Kwok, O. M. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39. https://doi.org/10.1037/0022-0663.99.1.39
  • Jeon, S., Choi, J. Y., Horm, D. M., & Castle, S. (2018). Early Head Start dosage: The role of parent-caregiver relationships and family involvement. Children and Youth Services Review, 93, 291–300. https://doi.org/10.1016/j.childyouth.2018.07.032
  • Jeon, S., Jeon, L., Lang, S., & Newell, K. (2021). Teacher depressive symptoms and child math achievement in Head Start: The roles of family–teacher relationships and approaches to learning. Child Development, 92(6), 2478–2495. https://doi.org/10.1111/cdev.13601
  • Jeon, S., Kwon, K. A., Guss, S., & Horm, D. (2020). Profiles of family engagement in home-and center-based early Head Start programs: Associations with child outcomes and parenting skills. Early Childhood Research Quarterly, 53, 108–123. https://doi.org/10.1016/j.ecresq.2020.02.004
  • Kim, K., Porter, T., Atkinson, V., Rui, N., Ramos, M., Brown, E., Guzman, L., Forry, N., & Nord, C. (2014). Family and provider/teacher relationship quality measures: User’s manual. OPRE Report 2014-65. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Klein, A. K., Carlson, B. L., Aikens, N., Bloomenthal, A., West, J., Malone, L., & Lim, G. (2018). Head Start family and child experiences survey (FACES): 2014 cohort [United States]. User guide. US Department of Health and Human Services.
  • Lang, S. N., Jeon, L., Schoppe-Sullivan, S. J., & Wells, M. B. (2020). Associations between parent–teacher cocaring relationships, parent–child relationships, and young children’s social emotional development (2020). Child & Youth Care Forum, 49(4), 623–646. https://doi.org/10.1007/s10566-020-09545-6
  • Lang, S. N., Schoppe-Sullivan, S. J., & Jeon, L. (2015, March). Multidimensional parent-teacher relationships: Cocaring and its associations with child adjustment and teacher-child relationships. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, Pennsylvania.
  • Lang, S. N., Schoppe-Sullivan, S. J., & Jeon, L. (2017). Examining a self-report measure of parent–teacher cocaring relationships and associations with parental involvement. Early Education and Development, 28(1), 96–114. https://doi.org/10.1080/10409289.2016.1195672
  • Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K. (2010). Children’s early approaches to learning and academic trajectories through fifth grade. Developmental Psychology, 46(5), 1062. https://doi.org/10.1037/a0020066
  • Ludwig, J., & Phillips, D. A. (2007). The benefits and costs of Head Start Social Policy Report, 21(3), 3–13.
  • Mayer, S. E. (1997). What money can’t buy: Family income and children’s life chances. Harvard University Press.
  • Mendez, J. L. (2010). How can parents get involved in preschool? Barriers and engagement in education by ethnic minority parents of children attending Head Start. Cultural Diversity & Ethnic Minority Psychology, 16(1), 26–36. https://doi.org/10.1037/a0016258
  • Morris, S., & Smith, L. (2021). Examples of mixed-delivery early care and education systems. Bipartisan Policy Center. https://bipartisanpolicy.org/blog/examples-of-mixed-delivery-early-care-and-education-systems/
  • Office of Head Start. (2015). Head Start Early Learning Outcomes Framework: Ages birth to five. U.S. Department of Health and Human Services, Administration for Children & Families, https://eclkc.ohs.acf.hhs.gov/interactive-head-start-early-learning-outcomes-framework-ages-birth-five
  • Pan, Y., Gauvain, M., Liu, Z., & Cheng, L. (2006). American and Chinese parental involvement in young children’s mathematics learning. Cognitive Development, 21(1), 17–35. https://doi.org/10.1016/j.cogdev.2005.08.001
  • Porter, T., & Bromer, J. (2013). Family-provider partnerships: Examining alignment of early care and education professional and performance standards, state competencies, and quality rating and improvement systems indicators in the context of research. Issue brief OPRE 2013-35. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Powell, D., Son, S. -H., File, N., & San Juan, R. R. (2010). Parent–school relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292. https://doi.org/10.1016/j.jsp.2010.03.002
  • Reid, M. J., Webster-Stratton, C., & Hammond, M. (2007). Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate-to high-risk elementary school children. Journal of Clinical Child & Adolescent Psychology, 36(4), 605–620. https://doi.org/10.1080/15374410701662741
  • Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J., & Bradley, R. H. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarten. Early Education & Development, 14(2), 179–198. https://doi.org/10.1207/s15566935eed1402_3
  • Rouse, H. L., & Fantuzzo, J. W. (2009). Multiple risks and educational well being: A population-based investigation of threats to early school success. Early Childhood Research Quarterly, 24(1), 1–14. https://doi.org/10.1016/j.ecresq.2008.12.001
  • Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. Wiley.
  • Ryan, R. M., Fauth, R. C., & Brooks-Gunn, J. (2005). Childhood poverty: Implications for school readiness and early childhood education. In B. Spodek, & Saracho, O. N. (Eds.), Handbook of research on the education of young children (2nd ed.). Routledge. https://doi.org/10.4324/9781315045511
  • Snow, K., Thalji, L., Derecho, A., Wheeless, S., Lennon, J., Kinsey, S., & Park, J. (2007). Early childhood longitudinal study, birth cohort (ECLS-B), preschool year data file user’s manual (2005-06) (NCES 2008-024). National Center for Education Statistics.
  • Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2010). Influences of family-systems intervention practices on parent-child interactions and child development. Topics in Early Childhood Special Education, 30(1), 3–19. https://doi.org/10.1177/0271121410364250
  • U.S. Department of Education, National Center for Education Statistics. (2002). Early childhood longitudinal study—Kindergarten class of 1998–99 (ECLS–K), psychometric report for kindergarten through first grade. NCES 2002–05. U.S. Department of Education, Institute of Education Sciences, NCES.
  • U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. (2014–2017). Head start family and child experiences survey (FACES), United States 2014-2017. Inter-university Consortium for Political and Social Research [distributor], 2020 October 21. https://doi.org/10.3886/ICPSR36643.v6
  • U.S. Department of Health and Human Services, Administration for Children, & Families, Office of Head Start, National Center on Parent, Family, and Community Engagement. (2018). Head Start Parent, Family, and Community Engagement Framework. https://eclkc.ohs.acf.hhs.gov/school-readiness/article/head-start-parent-family-community-engagement-framework
  • Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. MDRC.
  • Wechsler, M., Melnick, H., Maier, A., & Bishop, J. (2016). The building blocks of high-quality early childhood education programs: California policy brief. Learning Policy Institute.
  • Weiland, C., Ulvestad, K., Sachs, J., & Yoshikawa, H. (2013). Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program. Early Childhood Research Quarterly, 28(2), 199–209. https://doi.org/10.1016/j.ecresq.2012.12.002
  • Weiss, H., Caspe, M., & Lopez, E. (2006). Family involvement in early childhood education. Harvard Family Research Project. http://www.hfrp.org/publications-resources/browse-our-publications/family-involvement-in-early-childhood-education
  • Westmoreland, H., Bouffard, S., O’Carroll, K., & Rosenberg, H. (2009). Data collection instruments for evaluating family involvement. Harvard Family Research Project.
  • Woodcock, R. W., McGrew, K., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Riverside Publishing.
  • Yeung, W. J., Linver, M. R., & Brooks–gunn, J. (2002). How money matters for young children’s development: Parental investment and family processes. Child Development, 73(6), 1861–1879. https://doi.org/10.1111/1467-8624.t01-1-00511
  • Zaslow, M., Tout, K., Halle, T., & Martinez-Beck, I. (2011). Quality measurement in early childhood settings. Brookes Publishing.
  • Zigler, E., & Styfco, S. J. (2010). The hidden history of Head Start. Oxford University.