Identifying Patterns of Approaches to Learning in Head Start: A Strength-Based, Ecological Perspective

Children exhibit wide individual variation in their approaches to learning skills at preschool entry and very little is known about the extent to which proximal factors within home and school learning contexts support the development of positive approaches to learning. To address these gaps, the current study leveraged the Head Start Family and Child Experience Survey (FACES 2014) nationally representative sample of Head Start children: (1) to identify profiles of children&rsquo;s approaches to learning in Head Start; (2) to examine stability and change in profiles of approaches to learning across a Head Start year and home- and classroom-level factors associated with stability and change; and (3) to examine differential associations between patterns of approaches to learning and gains in academic skills. Findings revealed three profiles of children&rsquo;s approaches to learning that demonstrated structural stability across the year. Children displayed individual stability and change across profile transitions. The quality of teacher-child interactions was associated with approaches to learning profile transition patterns. Finally, profile patterns characterized by positive approaches to learning were associated with greater academic gains. Results from this study contribute to early childhood research and practice by identifying key classroom factors that contribute to patterns of children&rsquo;s approaches to learning. Finally, results offer insight to policymakers when allocating resources to enhance programs supporting children&rsquo;s development.&nbsp;</p

The Role of Teacher-Child Interaction Quality in the Relationship Between Approaches to Learning and Academic Skills in Head Start Classrooms

The current study examined (a) the direct association between teacher reports ofchildren’s approaches to learning and direct assessments of language, literacy, andmathematics skills in a sample of diverse, low-income preschool children, and (b) theextent to which the association between preschool children’s approaches to learning andacademic skills was dependent upon teacher-child interactions. Multilevel models wereestimated using data from a sample of urban Head Start children (N = 301 children across53 classrooms). Findings showed direct associations between attention persistence andchildren’s literacy and mathematics skills, as well as between attitude toward learningand literacy skills. Classroom organization quality was positively associated withchildren’s literacy skills, and instructional support was positively related to language,literacy, and mathematics skills. Cross-level interactions indicated that higher levels ofemotionally supportive teacher-child interactions strengthened the relationship betweenattitude toward learning and children’s literacy skills. Findings suggest classroomscharacterized by respectful, warm, and supportive teacher-child interactions can benefitchildren’s approaches to learning and academic skills. Implications for future research,policy, and practice are discussed.</p

An Examination of Children Referred and Identified with Socioemotional and Behavioral Needs in Head Start

This study utilized a population-based approach to examine the prevalence of children identified with disabilities in a large, urban Head Start program serving diverse preschool children living in poverty (N=7,301). In addition, the study examined demographic differences in patterns of screening and identification for disability with respect to socioemotional and behavioral needs. Two administrative data systems were integrated for analysis: program enrollment and demographic records; and a mental health screening assessment database including all children enrolled within the Head Start program. Findings suggested that gender (boys) and ethnicity (Hispanic) were associated with higher rates of identification for disability, including emotional/behavioral disability. In addition, of those children identified with an emotional/behavioral disability, the program-wide social-emotional screening tool showed greater rates of externalizing behavior problems compared to internalizing behavior problems. Implications for policy, future research, and practice within early childhood programs such as Head Start are discussed

A Program-wide Look at Early Identification of Socioemotional and Behavioral Needs in Head Start Programs to Better Serve Children

Early childhood programs, such as Head Start, that serve children at risk can implement programmatic screening procedures to ensure equitable identification of children displaying a range of socioemotional and behavioral needs. We examined administrative records linked to a program-wide mental health screening tool to examine patterns of special needs referral and identification for children within the Head Start program (N=7,301 children). Findings showed that male, Hispanic, and Spanish-speaking Dual Language Learner (DLL) children were identified with a disability at a higher rate compared to female, non-Hispanic, and non-DLL children. Children displaying challenging behaviors such as aggressive, oppositional, or disruptive behavior were identified at higher rates than children displaying shy or socially withdrawn behaviors

Leveraging the Developmental Strengths of Young Children in Context

Approximately 44% (10.1 million) of our nation’s children under 6 years of age live within 200% of the federal poverty level, and 21% (4.8 million) live at or below the federal poverty level (National Center for Children in Poverty, 2016). Poverty and its associated ecological risks to health, well-being, and educational success disproportionately affect many young children, particularly those from racial and ethnic minority backgrounds (Crosnoe et al., 2010; Duncan & Magnuson, 2011; Gillanders, Iruka, Ritchie, & Cobb, 2012) and are associated with inequities in early learning opportunities. However, despite experiencing elevated risks associated with living in poverty, many young children sho

Emotional support moderates associations between preschool approaches to learning and academic skills

The present study examined the extent to which the association between teacher reports of preschool children's approaches to learning–the ways in which children engage in learning activities–and children's academic skills was dependent upon teacher emotional support. Multilevel models were estimated using data from a sample of diverse urban Head Start children (N = 301 children across 53 classrooms). Findings showed direct associations between attention persistence and children's literacy and mathematics skills, as well as an association between attitude toward learning and literacy skills. Cross-level interactions indicated that higher emotional support strengthened the relationship between attitude toward learning and children's literacy skills. Our findings suggest when children are enrolled in classrooms characterized by respectful, warm, and supportive teacher-child interactions, there are benefits for children's approaches to learning and academic skills. Implications for future research, policy, and practice are discussed. •Emotional support and approaches to learning framed by sociocultural models.•Attention and persistence positively associated with literacy and mathematics skills.•Attitudes toward learning positively associated with literacy skills.•Emotional support moderated associations between attitudes toward learning and literacy skills

Early childhood teacher workplace stress and classroom practices

Teaching is a stressful profession given teachers' competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers' stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children's social-emotional and behavioral development

Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed

Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts

Guided by an ecological model, the study examined the extent to which domains of teacher-child interaction quality moderated associations between early problem behavior within preschool classroom contexts and social competence. A series of multilevel models were estimated using data from a sample of ethnically and linguistically diverse children from low-income backgrounds (N = 937, children across 53 classrooms). Findings from multilevel models supported direct associations between problem behavior within classroom structured learning, teacher, and peer contexts, and social competence outcomes. Higher classroom organization was directly associated with reductions in disruptive peer play in the classroom at the end of the year. However, cross-level interactions indicated that both higher organizational and instructional support were beneficial in buffering the risks to social competence for children entering preschool exhibiting problem behavior within the peer context. Implications for future research, policy, and practice are discussed. •Classroom problem behavior assessed in ecological context.•Early teacher-rated problems in context associated with peer play outcomes.•Teacher-child interaction quality direct and indirect associations with peer play.•Classroom organization associated with lower play disruption.•Classroom organization and instructional support moderated associations between peer problems and negative play outcomes