Week 7

What new sources did you include in your annotated bibliography and why?I located two new sources in my annotated bibliography, Helping Head Start Parents Promote Their Children's Kindergarten Development and Peer Effects On Head Start Children’S Preschool Competency. I located both of these articles via the Leatherby Libraries Advanced Search tool bar. Each of these sources were written by professionals with an array of expertise in early childhood education, specifically Head Start.  These articles address ways that the Head Start program assesses and measures goals. I think the most important aspect that can be learned from my research is that a child's future education depends on parent and teacher collaboration.

In what ways does the Head Start program asses and measure goals for children’s future education?

Bierman, Karen L., et al. "Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research‐Based Developmentally Informed Parent Program." Child Development 86.6 (2015): 1877-1891. PsycINFO. Web. 28 Feb. 2016.

Parental involvement is important in a child’s education. The Head Start program is designed to prepare children for learning by providing concrete opportunities. These opportunities are strategically developed according to research based developmental domains. Children’s success is measured by observations and assessments according to goals set by teachers and parents. This article brought to my attention the way that parental encouragement extends the impacts of Head Start on children’s learning. The research data provides plans of analysis and children’s individual outcomes. Each of these apply to my research in the way that the data was collected and the children’s outcomes were measured.

Coley, R. L., Votruba-Drzal, E., Collins, M., & Cook, K. D. (2016). Comparing public, private, and informal preschool programs in a national sample of low-income children. Early Childhood Research Quarterly, 3691-105. doi:10.1016/j.ecresq.2015.11.002

This article discusses the impacts early education and care programs have on school readiness. The research reports on multiple programs such as private child care, Head Start and public centers.  Program goals for each center were evaluated to determine if they’re similar enough to compare and contrast the differences in human capital factors and the role it has in choosing a school. For example, the Head Start program offered children more opportunity to engage in literacy and math activities compared to private centers.

Several factors were also applied to the research such as, family characteristics, size and income. The research team also took into factor the families’ race and ethnicity, parental education and family structures. Each of these things play an important role in how the child learns and how they will develop in any of the three program types. This article will help me gain a better understanding of my topic because it focuses on child family and community characteristics which is important in my research.

DeLay, Dawn, et al. "Peer Effects On Head Start Children’S Preschool Competency." Developmental Psychology 52.1 (2016): 58-70. PsycARTICLES. Web. 28 Feb. 2016.

This article shares data gathered by research that focuses on whether or not peer selection in preschool influence children in ways that the children become more similar over time. Eighteen Head Start programs were studied over a period of two years. Each classroom had a low ratio of 18-24 students, ages 3-5 years of age. Important individual differences were taken into consideration, such as age, gender, primary language and receptive vocabulary. Research has shown that positive and significant evidence that peers influence behavioral change over time. That influence increased the child’s level of preschool compentency. This article provides an understanding of how children form early peer relationships in preschool. It also discusses how these early peer relationships reflect a child’s level of school readiness, and how these early peer relationships may be used to promote long-term academic success on school entry. This is  important knowledge for my research.

Hallam, Rena A., Jennifer Grisham-Brown, Robyn A. Brookshire, and Xia Gao. "The Effects of Outcomes-Driven Authentic Assessment on Classroom Quality." Early Childhood Research & Practices 9.2 (1999). Www.doaj.org. Web. 20 Feb. 2016. <http://ecrp.uiuc.edu/v9n2/hallam.html>.

This article discusses the challenges of program expected outcomes through appropriate assessments. The standards in early childhood education programs such as NAEYC recommend research practices in childhood assessments and accountability to determine the positive impact on development and lack of.  This research article helped me understand the challenges of assessing children and methods required to assess the data collected. The article enhanced my research in the way that I understand how information is gathered, via different assessments and observations and how they align with early childhood development to determine the outcomes of the Head Start program compared to other preschool programs. 

Love, John M., Louisa Banks Tarullo, Helen Raikes and Rachel Chazan-Cohen. "Head Start: What Do We Know About Its Effectiveness? What Do We Need to Know?." Blackwell Handbook of Early Childhood Development. McCartney, Kathleen and Deborah Phillips (eds). Blackwell Publishing, 2005. Blackwell Reference Online. 24 January 2016 http://www.blackwellreference.com.libproxy.chapman.edu/subscriber/tocnode.html?id=g9781405120739_chunk_g978140512073929

This article has a lot of valuable information. It covers all areas of Head Start. The families it serves, funding, educational goals, research and analysis, previous results, staff goals and more. I researched a couple of the authors and was very surprised to learn how qualified they were. John Love is a leader in Early Childhood Research which studies Head Start programs. He serves on many advisory committees and is Board of Directors of ZERO TO THREE. A website devoted to the development of children ages zero to three. I use that website often in many of my other Early Childhood classes. Helen Raikes experience consist of many different advisory boards and teaching in the classroom. One being the, Society for Research in Child Development Visiting Scholar and Special Research Consultant, Early Head Start Research and Evaluation Project. In 2005 she received the Distinguished Service to Children Award, Nebraska Association for the Education of Young Children.

While evaluating for signs of scholarship I saw many. A lot of the topics covered has thorough information and links that were government pages. The article also had many references that were informative. There were too many for me to go through today, but I did visit a few.

O'Sullivan, J. M. (2013). Head Start and Child Outcomes : Select Analyses of FACES 2009. New York: Nova Science Publishers, Inc.

This book is a collection of results from a FACES 2009 collection. FACES is Head Start Family and Child Experiences Survey. The book discusses family and program outcomes, who they program serves and what they teach. It collects various data reports from kindergarten readiness to children’s social emotional development, family success from the program. It also discusses staff and staff development. The book holds valuable and accurate information gathered through many assessments and collections of data from the FACES research. Each contributing author is educated in Early Childhood Education and hold various degrees and positions studying and researching programs. This book will help me gain a better understanding of my topic due to the depth of information and research it shares. The outcomes of FACES provide key information to the developmental benefits of the Head Start program. The book will enhance my research in all areas, specifically in the outcomes of the program. I would like to know more about children’s cognitive outcomes, ECERS teaching and instruction and CLASS instructional methods.