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• W2505263668 abstract "The study by Lee (2016) using data from the US Head Start preschool programme makes an important contribution to understanding the role of Head Start and other early care and education programmes on the development of children in the US foster care system. The main findings of the study, simply put, show that children in foster care who enrol in Head Start have no difference in reading and maths scores at school age than peers in foster care not receiving the benefit of Head Start. Importantly, the study design is longitudinal and takes advantage of a two-stage sample design to understand population-based outcomes of the Head Start programme (Lee, 2016). ‘An important contribution to understanding the role of Head Start… on the development of children in the US foster care system’ Children in the US foster care system face grave challenges due in large part to the circumstances that place them in foster care. Children in foster care are five times more likely to receive special education services (Pears et al., 2012). Placement disruption/caregiver instability is common among children in the foster care system (Oosterman et al., 2007), and placement instability is strongly associated with poorer physical and mental wellbeing (Villodas et al., 2016). Children in foster care have very high rates of physical and mental health conditions, posing a challenge to school readiness. In addition, children in foster care have high rates of poverty, minority status and limited English proficiency. These compounded challenges pose an enormous threat to school readiness (Bellamy et al., 2010). ‘These compounded challenges pose an enormous threat to school readiness’ Head Start is a federal programme in the USA that has been a bedrock programme of the social and educational system since its establishment in 1965 as part of Lyndon Johnson's war on poverty, serving over 25 million children. Head Start serves mostly poor families in the USA, but local agencies can make decisions to serve other types of clients (National Head Start Association, 2016). Children in foster care receive preferential treatment for enrolment in Head Start, and poverty criteria may be waived at the local programme level for children in foster care. Children in Head Start receive half-day or extended day preschool from age three to five, or a home-based programme with a weekly home visit. Head Start is designed with school readiness, health, nutrition and oral hygiene as key goals. Caregiver involvement is strongly encouraged in Head Start (National Head Start Association, 2016). The National Head Start Impact Study (from which this analysis is drawn) showed small improvements as a result of the Head Start intervention in a vocabulary measure among four year olds and an oral comprehension measure among three year olds, and some improvements in social-emotional outcomes (US Department of Health and Human Services, Administration for Children and Families, 2010). ‘Head Start is designed with school readiness, health, nutrition and oral hygiene as key goals’ High-quality early care and education have been shown to have profound impacts on school readiness, but the strongest return on investment occurs when children enter high-quality centre-based care during infancy. Stimulating and stable environments with rich social interactions are critical to early brain development and language acquisition. An unfortunate corollary is that toxic stress, poverty and neglect have all been shown to be associated with limited early brain development (Shonkoff and Phillips, 2000; Twardosz, 2012). The Perry Preschool Project randomised poor children into high-quality centre-based care or control conditions. Most teachers had a master's degree and all had completed training in child development, classes were small and curricula were theory based. Gains in IQ were substantial and persisted. As adults, children who participated in the preschool programme have higher incomes, are more likely to have jobs and have completed high school, and have committed fewer crimes than those in the control group (Schweinhart et al., 2005). The Abecedarian Project followed four cohorts of children enrolled in full-time early care and education from infancy through to age five. Children in the intervention group had higher IQs starting as toddlers through to age 21, higher academic achievement in reading and maths through to young adulthood, were more likely to attend college and have their first child at a later age. Not only are the results of this programme impressive for the young children, but mothers of intervention preschoolers were more likely to go further in school and have better employment than controls (Frank Porter Graham Child Development Institute, 2016). The Head Start Impact Study, by contrast, evaluates the intervention for just one year, includes a mix of programme models, includes more heterogeneous curricula and teacher preparation, and intervenes exclusively among age three-to-five year olds. ‘The strongest return on investment occurs when children enter high-quality centre-based care during infancy’ The study by Lee (2016) makes an important contribution to understanding the opportunities for intervening among children in foster care to optimise outcomes. However, limitations must be noted. Unfortunately, foster care youth make up a small number of the children in the study, just 97 enrolled in Head Start and 65 in the control group. The study is underpowered to show all but the largest of differences among children in the foster care system receiving Head Start services. In addition, 70 per cent of children in the control condition were enrolled in out-of-home care of unknown quality. This may dramatically diminish the ability to show differences in outcomes. ‘Foster care youth make up a small number of the children in the study’ Despite the negative findings of this important report, we should not throw the baby out with the bath water. Head Start has been shown to be effective at improving school readiness in children in poverty (US Department of Health and Human Services, Administration for Children and Families, 2010). Children in foster care experience multiple early adversities, and may need a more substantial intervention than a Head Start programme. Children in foster care may need full-day, centre-based, theory-driven curriculum preschool from infancy until the beginning of school to meet their potential. They may also need intensive home visiting, families may need parenting education, and children and foster parents may need optimal behavioural health services. Future studies should consider the developmental, social-emotional, educational and environmental needs of children in foster care. ‘Future studies should consider the developmental, social-emotional, educational and environmental needs of children in foster care’" @default.
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• W2505263668 date "2016-03-01" @default.
• W2505263668 modified "2023-10-18" @default.
• W2505263668 title "When Preschool is Not Enough: Head Start and Foster Care" @default.
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