dialog: A Pathfinder

This is a computer-generated pathfinder created against the Distant Reader study called dialog.

Each Distant Reader study carrel is composed of many individual items. Each item is bibliographically described with author, title, date, summary, and keyword values. Below is a list of the items' most signficant keywords as well as lists of the items themselves. Purpusing the content of this pathfinder provides the student, researcher, or scholar with one way to get their heads around the scope of the carrel. The keywords include:

Teachers; Head; Start; Education; Development; Language; Families; Childhood; Parents; Family; Program; Home; Literacy; Child; Classroom; Intervention; Teacher; Reading; Health; Parent; Skills; English; Support; Early; Time; Beliefs; Ehs; Self; Practice; Regulation; Experiences; Letter; Dialog; Shore; Article; Editor

Depending on how this pathfinder was created, many of the bibliographic sections will include elaborations on the meaning(s) of the given keywords. These elaborations were generated by feeding the items' summaries to a large langauge model and asking the model to address the question, "What is X?", where "X" is the keyword. The result will be a few sentences of elaboration. Be forewarned. The elaborations are often plausible, but they should not be take as truth. Instead, they should be taken as points for consideration.

• Current Practices for Teaching Letter and Letter Sound Knowledge in Preschool Including Strategies for Improving Instruction in these Areas by Gerde, Hope K. (2019) - Results highlighted that teachers believed letter knowledge to be an important skill for preschoolers to develop and articulated a variety of approaches to supporting this skill within their classrooms. Keywords: letter knowledge, letter-sound knowledge, Head Start, preschool, teacher practice Children’s knowledge of alphabet letters is a foundational literacy skill and a consistent predictor of later reading achievement (Hammill, 2004; McIlraith, 2018; Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004; National Early Literacy Panel [NELP], 2008). Keywords: children; instruction; knowledge; letter; literacy; reading; research; teachers
• A Teaching and Learning Tightrope: Navigating Accountability Mandates While Maintaining Sound Pedagogical Practices by Colleen Whittingham; Emily Brown Hoffman (2020) - A TEACHING AND LERARNING TIGHTROPE 59 Although ‘once removed’ from the Triangle classroom events, these infrastructures reify the value of rich teacher-child interactions as evidenced by the investment in support staff whom ‘lighten the load’ of classroom teachers, allowing them to focus on teaching and learning. At SSA, Family Support staff are numerous – six full time employees plus a director and an intern, serving just under 150 students – and work both alongside and independent of classroom teachers. Keywords: cccc; center; childhood; children; classroom; development; head; learning; policies; practices; protocols; start; students; support; teachers; teaching; time; triangle
• Consistently Emotionally Supportive Preschool Teachers and Children’s Social-emotional Learning in the Classroom: Implications for Center Directors and Teachers by Bailey, Craig S.; Zinsser, Katherine M.; Curby, Timothy W.; Denham, Susanne A.; Bassett, Hideko H. (2013) - In the current article we will a) summarize relevant research on emotional support, children’s developing social- emotional competence, and teacher stress; b) present major research findings from our study exploring these associations, and c) translate these findings into research-supported implications and recommendations for early childhood center directors and teachers. A social-psychological grounded theory of teacher stress and burnout. Keywords: children; classroom; doi; research; stress; support; teachers
• Predictors of Head Start Teachers' Perceived Quality of Relationships with Families by Hooper, Alison; Gaviria-Loaiza, Juana (2021) - Teacher practices that are hypothesized to facilitate teacher- family relationships emerge from both relational skills and goal-oriented skills. This study examines whether teacher characteristics predict how Head Start teachers rate the quality of their relationships with families using data from the Head Start Family and Child Experiences Survey (FACES), 2014 cohort. Keywords: beliefs; childhood; children; education; families; family; head; practices; quality; relationships; research; start; teachers
• Teachers’ Beliefs Count: Teacher Beliefs and Practice in Early Childhood Mathematics Education (ECME) by Hachey, Alyse C. (2013) - CONCLUSION Teacher beliefs about ECME are a critical factor influencing early childhood teacher practice and as such, deserve attention. The findings suggest that early childhood teachers may not hold as negative a view of mathematics and ECME as previously has been supposed. Keywords: beliefs; childhood; children; ecme; education; ginsburg; mathematics; teachers
• Research to Practice: In Early Childhood Mathematics Education (ECME), Teachers’ Beliefs Count by Hachey, Alyse C. (2013) - http://www.naeyc.org/ http://www.nctm.org/ 170 HACHEY CONCLUSION A study of early childhood teacher beliefs about mathematics and ECME was conducted. First, it may be that because of dislike for the subject or a lack of value in it, early childhood teachers instead devote their time and efforts to other areas of instruction. Keywords: beliefs; childhood; children; ecme; education; mathematics; research; teachers
• Integrating physical activity into preschool classroom academic lessons promotes daily physical activity and improves literacy by Kirk, Stacie M; Fuchs, Wendy W; Kirk, Erik P (2013) - 58 S. KIRK ET AL. TABLE 3 Ratings for selected characteristics of physical activity program reported by teachers Percent Reported Characteristic Strongly Disagree Disagree Neutral Agree Strong Agree Did you receive enough support/training? 0 0 0 20 80 The PA* program was easy to teach to children. 0 0 0 0 100 The PA program was easy to incorporate in the daily curriculum. 0 0 0 40 60 To complete the log, teachers indicated in which physical activity lesson was used, the time of day they performed the activity lesson, the total number of minutes that each activity lasted, and estimate the intensity level at which PRESCHOOL PHYSICAL ACTIVITY IMPROVES LITERACY 53 they believed the children were performing (i.e., light, moderate or high intensity levels). Keywords: activity; children; classroom; control; development; intervention; lessons; literacy; months; preschool; program; research; study; teachers
• Merging Policy and Practice: Powerful Teaching and Learning in Preschool by Emily Brown Hoffman; Colleen E. Whittingham (2020) - To make sense of the complex social interactions and the multiple networks of influence on the instruction observed in the Triangle classroom, we engaged in an 8-week case study (Yin, 2013) paired with video-based fieldwork (Jewitt, 2012) to describe classroom instructional practices and the policies and protocols facilitating these practices. Mirroring Compton-Lilly’s (2007) process of analyzing classroom level data contributed to a detailed account of the specific instructional experiences and perspectives for each of the participants to inform the construction of a preliminary codebook. Keywords: center; classroom; data; practice; students; teachers
• Parents’, teachers’, and administrators’ views on children’s transitions to kindergarten: A research-to-practice summary by Vitiello, Virginia E. (2020) - To present a more comprehensive perspective on this issue, it is important to hear from multiple stakeholder groups – parents, pre-K teachers, kindergarten teachers, and administrators – to understand how transitions happen within a system and how each group views their roles. This included workshops and trainings on transitions, state standards, and suggested transition activities for pre-K teachers to implement throughout the school year. Keywords: children; kindergarten; school; teachers
• Head Start Professional Development: great leadership, great intentions and great expectations by Fitzgerald, Meghan Marie (2013) - An example of centralization, federal authority expanded to include greater control over the content of what was taught to Head Start programs. However, based on the knowledge that regards teachers as the crucial ingredient to any child’s learning experience, few, if any, historical reviews of Head Start succinctly outline how the program was structured to address the PD experiences and learning needs of Head Start teachers. Keywords: childhood; children; development; education; families; grantees; head; head start; learning; national; network; new; professional; program; quality; start; teachers; training
• Acquisition and Measurement of Knowledge of Mathematical Development by Platas, Linda Michele (2014) - Copyright © 2014, ISSN: 1930-9325 RESEARCH-TO-PRACTICE SUMMARY Acquisition and Measurement of Knowledge of Mathematical Development Linda M. Platas University of California, Berkeley This study provides preliminary evidence for the reliability and validity of the Knowledge of Mathematical Development Survey, which was designed to measure early childhood teachers’ knowledge of early mathematical development. Studies have revealed several challenges facing the early childhood education (ECE) field regarding the implementation of such policies: (a) current classroom support for early mathematical development is generally limited or non-existent (Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006; Varol et al., 2012); (b) teacher education and professional development programs frequently lack instruction in early mathematical development (Ginsburg, Lee & Boyd, 2008; Sarama, DiBiase, Clements & Spitler, 2004); and (c) the field lacks 124 PLATAS research-based instruments that can reliably assess teachers’ knowledge and evaluate the effectiveness of education and training in early mathematics (Maxwell, Field, & Clifford, 2006). Keywords: childhood; children; development; education; knowledge; mathematical; survey; teachers
• Helping Young Children Develop Emergent Language and Literacy Skills: The Roles of Curriculum, Training, and Coaching by Gunn, Barbara; Marquez, Jessie ; Compton, Natasha; Smolkowski, Keith (2021) - The traditional one-size fits all ‘in-service’ model for training teachers in evidence-based practices offers limited opportunities for the ongoing practice and follow-up CURRICULUM TRAINING AND COACHING 23 coaching feedback necessary to fully master and implement new teaching practices within a dynamic classroom environment. In a summary of research on teacher training, Joyce and Showers (2002) found that training limited to presentation and theoretical discussion of skills, resulted in modest gains in teacher knowledge and in their ability to demonstrate the skill in the protective learning environment. Keywords: abcduet; children; coaching; development; early; language; learning; literacy; reading; research; skills; teachers; teaching; training
• Evaluation of Obesity Prevention Strategies in a Head Start Program by Miller, Elizabeth; Nicely, Stephanie (2021) - The results of this mixed methods study suggest that HS teachers acknowledge that physical activity and nutrition education are important to the preschool population and are cognizant of their role in increasing child physical activity and healthy food choices through the preschool program. Caregiver engagement in programming has the potential to be a significant factor in eliciting long- term child and family behavior change to prevent and reduce obesity, and should be the focus of future IMIL program implementation and evaluation along with further examination of strategies to promote proper implementation of the program across HS locations. Keywords: activity; caregivers; children; classroom; evaluation; health; imil; implementation; nutrition; program; teachers
• Knowledge of Mathematical Development Survey: Testing the Validity and Reliability of the Survey and Interpreting Its Results by Platas, Linda M. (2013) - In order to create these three cohorts, demographic information and background in ECE experience, ECE education and completion of early mathematical development courses and professional development was requested at the end of the survey. Testing the Validity and Reliability of the Survey and Interpreting Its Results Linda M. Platas University of California, Berkeley The Knowledge of Mathematical Development Survey was developed to measure early childhood teachers’ knowledge of early mathematical development. Keywords: childhood; children; cohort; course; development; education; experience; kmd; knowledge; mathematical; number; research; survey; teachers
• An Exploration of How the Foundations Intervention Influences Family-Professional Partnerships in Head Start: A Case Study by Stroup-Rentier, Vera L.; Summers, Jean A.; Palmer, Susan; Turnbull, Ann P. (2015) - Study participants thought that working with these teachers on classroom teams helped them understand families of children in their classrooms, as Monica explained: “Our colleagues are Head Start families, and they understand families in a way we cannot. The site in this study exemplifies Head Start’s commitment to family partnership, making it a suitable setting for a case study. Keywords: children; families; family; foundations; head; home; intervention; partnerships; program; research; start; study; teachers
• Teacher-Level Traits as Moderating Factors of Professional Development by Ascetta, Kate; Harn, Beth (2022) - We found prior to intervention lead teachers, on average, used 21.69 (p< .05 ) more total LES than assistant teachers; and that classroom role explained 70% of pre-intervention variance in LES usage. Staffing responsibilities have shifted over time and we now see assistant teachers providing more instructional support across the day (Garner et al., 2015; Han & Neuharth-Pritchett, 2010). Keywords: assistant; development; enhancement; intervention; language; lead; ppvt-4; research; strategies; teachers
• Testing Bronfenbrenner’s theory of parent-program communication: Parental homework as a form of family involvement in early care and education by Kim, YaeBin; Riley, David A. (2013) - By 1984, the National Association for the Education of 69 KIM & RILEY Young Children had made parent involvement one of its criteria for national accreditation of child care programs (NAEYC, 2005). Although income and social class are frequently divided into five classes (Thompson and Hickey, 2005), child care programs for the current study were divided into just two groups: moderate income group (upper + upper middle class + lower middle class) and lower income group (working class + lower class). Keywords: care; child; child care; children; development; early; education; group; homework; intervention; involvement; parent; programs; teachers
• Relations between Preschool Teachers’ Language and Gains in Low Income English Language Learners’ and English Speakers’ Vocabulary, Early Literacy and Math Skills by Sonnenschein, Susan; Thompson, Joy A.; Metzger, Shari R.; Baker, Linda (2013) - The pattern of results differed for English language learners and English speakers and across outcome measures. Of particular interest are potential differences in effects for English language learners and English speakers, given research showing that the effectiveness of specific types of teacher interactions varies with characteristics of the children (Connor, Morrison, & Slominski, 2006). Keywords: children; english; fall; gains; knowledge; language; language learners; literacy; math; scores; skills; speakers; teachers; vocabulary
• Implementing I am Moving, I am Learning in a Head Start Program: Strengths and Challenges by Miller, M. Elizabeth; Nicely, Stephanie (2021) - Despite support for IMIL program implementation, forty-seven percent (47%) of teachers found some degree of challenge to incorporating IMIL into daily lesson plans. HS program may consider utilization of the program’s advisory council to discuss potential interventions to enhance caregiver involvement in IMIL programming. Keywords: classroom; imil; implementation; program; teachers
• The Importance of Teachers’ Language and Children’s Vocabulary to Early Academic Skills by Sonnenschein, Susan; Thompson, Joy A.; Metzger, Shari R.; Baker, Linda (2013) - Summary for Head Start 2010 Conference Dialog, 16(4), 107-112 Copyright © 2013, ISSN: 1930-9325 RESEARCH-TO-PRACTICE SUMMARY The Importance of Teachers’ Language and Children’s Vocabulary to Early Academic Skills Susan Sonnenschein, Joy A. Thompson, Shari R. Metzger, and Linda Baker University of Maryland, Baltimore County This study explored whether the quality of Head Start teachers’ language improves the vocabulary, literacy, and math skills of English language learners and English speakers. The pattern of results differed for English language learners and English speakers and across outcome measures. Keywords: children; english; language; skills; teachers; vocabulary
• Curriculum, Training and Coaching to Support the Development of Emergent Language and Literacy Skills by Gunn, Barbara (2021) - The traditional one-size fits all ‘in-service’ model for training teachers in evidence- based practices offers limited opportunities for the ongoing practice and follow-up coaching feedback necessary to fully master and implement new teaching practices within a dynamic classroom environment. We conclude with feedback from study teachers on their experiences using ABCDuet’s technology and its components. Keywords: abcduet; coaching; language; literacy; teachers; teaching; training
• Head Start Teachers’ Views on the Family-Teacher Relationship: A Research-to-Practice Summary by Hooper, Alison; Gaviria-Loaiza, Juana (2021) - Supporting Head Start teachers to have positive relationships with families may be one strategy that can contribute to closing the opportunity gap. Research has identified three important components of the teacher-family relationship that serve as a foundation for defining family-provider relationship quality: family-specific knowledge, attitudes about families, and teacher practices with families (Bromer et al., 2011). Keywords: children; families; family; relationships; start; teachers
• Self-Efficacy in Early Childhood Educators: The Impact of Online Teaching During the COVID-19 Pandemic by Guirguis, Ruth; Plotka, Raquel (2022) - To address this research question, the researchers created two measures of teacher efficacy. One measure reflected the efficacy of teachers before the onset of the pandemic while they were teaching in person, and the second measure reflected teacher efficacy after the onset of the pandemic. Keywords: childhood; children; covid-19; efficacy; learning; online; pandemic; self; support; teachers; teaching
• Racial Disparities Among the Physical and Mental Health of Head Start Staff : Racial Disparities Among Head Start Staff by Blancher, Adam; Yetman, Michelle; Reekes, Tyler (2022) - Only one study to date implemented these specific guidelines to target teacher health and wellness (Yetman et al., 2020). Due to the different wording in questioning, depression, and the description of mental health, it is not a direct comparison. Keywords: children; head; health; louisiana; national; pennsylvania; sample; staff; start; study; teachers
• What You Can Accomplish in a Year: Head Start Teachers' Decisions about Teaching by Butera, Gretchen D.; Friesen, Amber; Stone-MacDonald, Angi (2013) - While it is a worthy goal to provide Head Start children with more academic readiness instruction and Head Start teachers with more academic credentials for their work, it is also important to maintain Head Start’s emphasis on hiring teachers well-acquainted with the community in which they teach. The emphasis on improving children’s academic readiness has been accompanied by increasing scrutiny on the educational background of Head Start teachers (Barnett, 2002; Bowman, Donovan & Burns, 2000; U.S. Department of Health and Human Services, 2003). Keywords: children; classroom; community; decisions; families; head; head start; knowledge; program; readiness; school; start; study; teachers; year
• Bridging the Gap: Feasibility, Appropriateness, and Acceptability of an Integrated Attachment-Based Training for Teachers and Parents in Early Head Start by Caringi Barron, Carla; Vallotton, Claire; Stacks, Ann; Oates, Olivia; Adekoya, Anike; Muzik, Maria; Rosenblum, Katherine; Brophy-Herb, Holly (2023) - In addition, each held additional roles in the HMB implementation project: one team member was involved in HMB’s initial development, implemented HMB teacher groups, and co-facilitated three of the study focus groups; another member implemented parent groups and co-facilitated two of the study focus groups; the third member was involved in data collection and management. Even though sites planned for consistent substitute teachers, teacher facilitators in this study described that it was difficult to leave the children and their co-teachers to facilitate HMB+P parent groups due to a lack of consistent staffing support in their classroom. Keywords: children; concepts; data; development; ehs; groups; hmb+p; parents; participants; relationships; study; teachers; time; training; university
• Helping Head Start Teachers Support Children’s School Readiness: Lessons Learned by Butera, Gretchen D.; Friesen, Amber; Stone-MacDonald, Angi (2013) - Finally, it is essential that Head Start teachers are aware of the importance of identifying children who struggle to learn early so they can be provided with needed support. Keywords: implications for practice Butera, Friesen and Stone-MacDonald (this issue) report findings from their six-year ethnographic study of Head Start teachers in a rural Appalachian community. Keywords: children; head; start; study; teachers
• Strategies Supporting ECE Teachers' Sense of Self-Efficacy by Guirguis, Ruth; Plotka, Raquel (2022) - Specifically, this question examined to what extent support from school administration, support from schools in the program, and open communication with families predicted teacher efficacy after the onset of the COVID-19 pandemic. Suggesting that an increase in feeling supported by the families in the program and school administration significantly predicted teacher efficacy after the onset of the COVID-19 pandemic. Keywords: efficacy; self; support; teachers
• Understanding the Impact of Teachers’ Language Skills on Professional Development by Ascetta, Kate; Harn, Beth (2022) - We found that the number, or frequency, of strategies tallied up from videos submitted by classroom teachers, increased for both lead and assistant teachers over time. Twenty-one Head Start lead and assistant teachers participated in an online in-service designed to support their use of language enhancement strategies. Keywords: child; development; language; strategies; teachers
• Comparing Louisana and Pennslyvania Head Start Teachers' Physical and Mental Health by Blancher, Adam; Yetman, Michelle; Reekes, Tyler (2022) - In comparison, only 9.8% of our sample reported poor to fair mental health, suggesting that 90% had at least good mental health. Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?. Keywords: health; pennsylvania; sample; teachers
• Head Start Parents’ Views on Family-Centered Care: A Research to Practice Summary by Torres-Rendón, Luz M.; Zinsser, Katherine (2022) - The study used a national sample of Head Start teachers and parents. This highlights the importance of ensuring Head Start teachers are adequately trained to support the diversity of families they serve. Keywords: family; https://www.zotero.org/google-docs/?kbbxn4 https://www.zotero.org/google-docs/?kbbxn4; parents; practices; teachers
• The State of Childcare: Exploring Childcare Center Directors' Perceptions on the Past, Present, and Future by Hoffman, Tracey (2023) - As a result, it is crucial for childcare directors to examine how to encourage childcare teachers to pursue more education without losing them altogether. As a result, childcare directors are faced with challenges when recruiting and retaining high quality staff. Keywords: childcare; children; development; directors; education; field; pandemic; programs; quality; state; survey; teachers
• Preschool Teachers' Sensitivity to Early Literacy Milestones in Play by Jordan, Rebecca Payne; Sumrall, Teressa (2023) - Early childhood teachers must be well versed in how language and literacy relate to one another and the many diverse skills young children must enact simultaneously to read proficiently. ELDS are developed to capture developmentally appropriate literacy standards, based on the science of reading, that early childhood teachers should support young children in attaining. Keywords: children; development; elds; examples; knowledge; learning; literacy; play; reading; scenario; subdomain; teachers; use; writing
• Preparing Early Childhood Educators to Work with Emergent Bilinguals by Dias, Maria Jose A.; Atiles, Julia; Moore, Jaime D. (2023) - With many educators reporting low efficacy in working with emergent bilinguals because of the lack of training (Cummings, 2015; Samson & Collins, 2012; Siller, 2019), this detailed professional development description on the four workshops can be used by teacher educators and trainers as a blueprint for lessons and professional development. This positioning and misconception that learning a second language puts children at a disadvantage leads to early childhood educators often holding erroneous beliefs about the importance of the English-only policy (Fu et al., 2019). Keywords: bilinguals; childhood; children; classroom; development; education; educators; language; learning; practices; students; teachers
• Childcare Director Perceptions of the Past Decade and What the Future Holds by Hoffman, Tracey (2023) - As a result, many childcare teachers may be dependent upon other family members for financial support and basic living expenses. The article concludes with implications for childcare directors to be able to move forward and continue providing high-quality care and education for children and families. Keywords: childcare; children; directors; education; field; teachers
• Evaluation of the Effects of Read it Once Again across Two Groups of Students by Correa, Vivian I.; Baughan, Cynthia C.; Fries, Karen M.; Thompson, Martie; Algozzine, Robert (2013) - These results suggest that Read It Once Again may be effective for improving early literacy skills of preschool children with or at risk for significant early learning problems. A strong foundation in early literacy skills can better prepare children to benefit from formal reading instruction (Justice, Invernizzi, Geller, Sullivan, & Welsch, 2005; Justice et al., 2011; Wilcox et al., 2011). Keywords: .01; children; comparison; curriculum; effects; group; intervention; language; literacy; read; skills; students; teachers
• Implementation of an Integrated Training for Parents and Teachers in Early Head Start: A Research to Practice Summary by Caringi Barron, Carla; Vallotton, Claire; Stacks, Ann; Oates, Olivia; Adekoya, Anike; Muzik, Maria; Rosenblum, Katherine; Brophy-Herb, Holly (2023) - Findings from this study offer insights into the importance of supporting cultural humility in group facilitators and ways to integrate parent training and engagement in ECE settings that enhances the parent-teacher relationship and caregiving quality. Defined by Proctor and colleagues (2011), appropriateness of the HMB+P training refers to the perceived fit of the content of the curriculum within EHS, the relevance of the topics for EHS parents and teachers, and whether it is useful and practical within their lived experiences. Keywords: concepts; ehs; hmb+p; parents; teachers; training
• Capitalizing on Early Literacy Standards in Play by Sumrall, Teressa; Jordan, Rebecca Lee Payne (2023) - The effective implementation of a standards-based education in a developmentally appropriate manner requires educators to have a complex understanding of child development and early education. The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Keywords: children; development; learning; literacy; play; teachers
• An Investigation of Kindergarten Readiness Based on Early Literacy Inventory Scores by Baucom, Jennifer; Shore, Rebecca; Lambert, Richard (2023) - A second finding was that kindergarten teachers scored students lower than preschool teachers on the anticipated ability of their students to achieve a skill. Kindergarten teachers then use observations and evidence to determine whether their students have mastered appropriate developmental skills. Keywords: carolina; children; day; education; focus; kindergarten; kindergarten readiness; kindergarten teachers; north; preschool; readiness; skills; students; study; teachers
• Steps Towards Increasing Kindergarten Readiness by Baucom, Jennifer; Shore, Rebecca; Lambert, Richard (2023) - This research to practice article accompanies a study involving focus groups of preschool teachers and kindergarten teachers investigating what is meant by the term kindergarten readiness. To further address best practices for preschool teachers, kindergarten teachers, and administrators in the ECE field, not enough can be said for data. Keywords: kindergarten; north; preschool; students; teachers
• Family Partnership with a Head Start Agency: A Case Study of a Refugee Family. by Haines, Shana J.; Summers, Jean A.; Turnbull, Ann P.; Turnbull III, H. Rutherford (2015) - In sum, culture affects child development (e.g., Day & Parlakian, 2004; Office of Head Start, n.d.; Rogoff, 2003), and family partnership provides an opportunity for teachers and families to understand each other’s cultures and work together towards child and family outcomes. Although the Act does not define “full partners,” the Head Start Parent, Family, and Community Engagement Framework (hereafter referred to as the Head Start Engagement Framework; U.S. Department of Health and Human Services et al., 2011) offers the following concise definition of family partnership: “Staff and families build ongoing, respectful, and goal-oriented relationships…[by] identifying and acting on family goals and aspirations and using program and community supports and resources to promote progress on family and child development goals” (p. 4). Keywords: activities; bhs; children; education; families; family; family partnership; haaruun; head; head start; home; involvement; mahdi; parent; partnership; refugee; school; staff; start; teachers
• The Teaching Strategies GOLD Assessment System: Measurement Properties and Use by Burts, Diane C.; Kim, Do-Hong (2014) - Child assessment information is summarized at three checkpoint periods (i.e., fall, winter, and spring) using paper or online versions of the GOLD ® . The study focused on (a) the examination of dimensionality, (b) rating scale effectiveness, (c) hierarchy of item difficulties, and (d) the relationship of developmental scale scores to child age. Keywords: assessment; childhood; children; development; gold; language; learning; ratings; research; strategies; teachers; teaching
• Results of a Survey and Follow-up Interview with Head Start Staff Concerning Social Skills Instruction in Preschool Classrooms by Stanton-Chapman, Tina L.; Voorhees, Mary D.; Berlin, Rebecca; Snell, Martha E.; Forsten, Lindsey D. (2013) - Research that is available indicates that teachers rate social skills as being highly important in the preschool curriculum (Baumgart, Filler, & Askvig, 1991; West, Brown, Grego, & Johnson, 2007), but social skill instruction receives less emphasis due to the increased pressure to focus on academic skills (Copple & Bredekamp, 2009; Elkind, 2001; Stipek, 2006). These strategies include prevention methods (e.g., teaching behavior expectations, creating developmentally appropriate environments), strategies to support positive teacher-child relationships, and classroomwide social skill interventions (e.g., the use of social competence curricula) (Brown, Odom & Conroy, 2001; Brown, Odom & McConnell, 2008; DEC, 2007, DEC, 2009, Fox et al., 2003; Lewis, Beckner, & Stormont, 2009). Keywords: behavior; childhood; children; classroom; competence; instruction; participants; problem; programs; responses; skills; staff; strategies; survey; teachers
• Does a Decade Make a Difference? Changes in Pre- and In-service Preschool Teachers’ Knowledge of Early Mathematical Development by Platas, Linda Michele (2025) - While we do not have a comparable study in 2008, it could be reasonable to expect that those who included math development in their curricu- lum and development courses and/or were teach- ing math development courses in 2008 were likely to be more comfortable as the pressure to include early math development courses in early child- hood education programs had not yet begun in the field, better ensuring that those who taught those courses were more familiar with mathematical de- velopment. Despite a con- siderable search in 2008, it was very difficult to find early math development courses. Keywords: childhood; children; course; development; difference; early; education; kmds; knowledge; mathematics; preschool; research; students; teachers
• Transition to Kindergarten for Preschoolers with Multilingual Abilities: Do Parents and Professionals See Eye to Eye? by Macy, Marisa; Edokhamhen, Ehichoya Edokhamhen; Burke, Kelcie Burke (2025) - Equity and disparity in access to services: An outcomes-based evaluation of early intervention child find in Hawai’i. With-in child protective factors among rural Head Start children. Keywords: aeps-3; assessment; childhood; children; education; facs; families; items; journal; kindergarten; macy; parents; professionals; set; skills; social; study; teachers; transition
• Situating Literacy-Rich Engagements for Young Emergent Bilinguals by María Acevedo-Aquino; Hamel, Erin; Bettie Parsons Barger (2025) - Books like Gibberish (Vo, 2022) and Drawn Together (Lê, 2018) portrayed struggles common in the lives of emergent bilingual children, like being misun- derstood by peers and teachers or not being able to communicate and connect with a grandparent. We share insights for creating spaces and opportunities that maximize the linguistic experiences and growth for emergent bilingual children. Keywords: aloud; book; camp; children; english; experiences; language; literacy; read; spanish; teachers
• Enhancing Fieldwork Supervision During Early Childhood Inclusive Practicum Placements: Opportunity for Collaboration Between Institutes of Higher Education by Bequette, Sandra ; Reagan Murnan; Marie Kohart; Jennifer Francois; Kimberly Wilson (2024) - In response, program leaders from four early childhood teacher preparation programs within the state convened to explore the potential for collaboration, aligning their efforts with the objectives outlined in the call for proposals to better support early childhood teacher candidates. This conversation set the stage for a collaborative effort to enhance the quality of practicum experiences, ensuring that future early childhood teachers receive the guidance and support they need to thrive in their careers. Keywords: childhood; education; experiences; field; ihe; mentor; modules; practicum; teachers; training; university
• NHSA Dialog 16(4) by Baddouh, Priscila G. (2013) - Dialog from the Field Involving Families in the Assessment Process Julia H. Rutland and Anna Hall…………………………………………………………....... 113 Maintaining Professionalism, Appropriate Distance, and Consistency in Relationships with Participants in Longitudinal Research: Guidelines for Investigators and Research Staff Robin G. Lanzi and Sharon L. Ramey…………………………………………………........... 121 Volume 16, Number 4 2013 ISSN: 1930-9325 CONTENTS Research Articles Teacher Initiated Communication: Engaging Parents Responsively in an Urban School Context Stephen D. Hancock and Tehia V. Starker…………………………………..….………….... 1 What You Can Accomplish in a Year: Head Start Teachers’ Decisions about Teaching Gretchen Butera, Amber Friesen, and Angi Stone-MacDonald……………………………... 11 Evaluation of the Effects of Read it Once Again across Two Groups of Students Vivian I. Correa, Cynthia C. Baughan, Karen M. Fries, Martie Thompson, and Robert Algozzine…………………………………………………………………………………….. 30 Effects of Social Stories on the Behaviors of Typically Developing Preschoolers Mary E. McNelly and JaneDiane Smith…………………………. Keywords: teachers; thompson
• Language Stimulation Techniques for Three-Year-Old and Four-Year-Old Children: Patterns of Language Development by Wilson, Hope Elisabeth; Nerren, Jannah W.; Abel, Carol D. (2015) - Language intervention techniques that rely on student-centered and environmental cues for language development have been shown to improve language skills, especially for young children (Bouchard et al., 2010; Conboy, 2010). SPEAK techniques would be over-simplistic for children with high levels of language development, as these children would require more questioning to promote critical thinking and expanded vocabulary. Keywords: children; development; head; intervention; language; national; research; speak; start; stimulation; study; teachers; techniques; treatment; year
• Results of a Survey and Follow-up Interview with Head Start Staff Concerning Social Skills Instruction in Preschool Classrooms by Stanton-Chapman, Tina L.; Voorhees, Mary D.; Berlin, Rebecca; Snell, Martha E.; Forsten, Lindsey D. (2014) - These strategies include prevention methods (e.g., teaching behavior expectations, creating developmentally appropriate environments), strategies to support positive teacher-child relationships, and classroomwide social skill interventions (e.g., the use of social competence curricula) (Brown, Odom & Conroy, 2001; Brown, Odom & McConnell, 2008; DEC, 2007, DEC, 2009, Fox et al., 2003; Lewis, Beckner, & Stormont, 2009). Despite the value that teachers place on children’s social competence, researchers have reported that the majority of teachers do not extensively employ social skills interventions in the classroom (Brown & Conroy, 2001; McConnell, McEvoy, & Odom, 1992). Keywords: behavior; childhood; children; classroom; competence; instruction; participants; problem; programs; responses; skills; staff; strategies; survey; teachers
• Building a Classroom Community that Supports English Learners in Preschool Classrooms by Hoisington, Cindy; Mercer-Young, Jessica; Anastasopoulos, Louisa; Washburn, Sue (2015) - In F. Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp.103–125). In the spring, the mean oral language subscale score for SPLD children was 2.27 2.53 2.53 2.48 2.72 3.83 3.73 3.78 1.00 2.00 3.00 4.00 5.00 Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2 Comparison (n=12) SPLD (n=14) Keywords: children; classroom; comparison; data; development; early; education; els; english; grace; intervention; language; learning; literacy; maria; program; reading; research; spld; strategies; study; teachers; year
• Accelerating Preschoolers’ Content Vocabulary and World Knowledge: Collaboration Between Teachers and Researchers by Pollard Durodola, Sharolyn; Gonzalez, Jorge E.; Simmons, Deborah C. (2014) - However, the consensus was for shared book reading to occur in smaller groups (5 or 6 students) because it was difficult to manage the behavior of a larger group of young children during the 20-minute book discussions even when an instructional aide engaged the students in the class who were not participating in the shared book reading intervention with other activities (e.g., center-based activities). Although previous studies have examined the use of shared book reading as a tool for developing and extending at-risk children’s oral vocabulary in school settings (Lonigan, Anthony, Bloomfield, Dyor, & Samwell, 1999; Neuman & Dwyer, 2011; Wasik, Bond, & Hindman, 2006), few investigators have relied on cycles of curriculum development and refinement in collaboration with preschool teachers to better understand the feasibility and usability of scientifically based book reading practices. Keywords: book; children; content; intervention; knowledge; language; reading; teachers; vocabulary
• Ideal Leadership in Head Start Programs by Gonzalez, Sandra E. (2015) - Directors identified staff motivation, having a vision, and collaboration as ideal leadership practices, and teachers identified encouragement, leader visibility, leading by example and professional development as the ideal practices for effective leadership. Ideal leadership practices are vital to meeting the needs of the changing expectations of Head Start programs. Keywords: directors; leadership; staff; teachers
• Ideal Leadership in Head Start Programs: Understanding Leadership from the Perspectives of Teachers and Directors in an Era of Changing Expectations and Increased Accountability by Gonzalez, Sandra E. (2015) - The integration of the questionnaire allowed for a greater understanding of the leadership practices that Head Start staff perceived to be essential for ideal leadership. The responses identified the need for Head Start staff to work collaboratively in order to meet the vision of the program. Keywords: childhood; directors; education; head; leadership; practices; programs; quality; staff; start; study; teachers; vision
• Promoting Shared Cultural and Linguistic Backgrounds among Children and Families in Early Head Start/Head Start Programs by Mancilla-Martinez, Jeannette; Lesaux, Nonie K. (2014) - Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States. For example, less than half (48%) of HS teachers are White while over one-third (35%) are Black (Saluja et al., 2002). Keywords: children; education; head; language; program; spanish; staff; start; teachers
• Promoting Shared Cultural and Linguistic Backgrounds among Children and Families in Early Head Start/Head Start Programs by Mancilla-Martinez, Jeannette; Lesaux, Nonie K. (2014) - Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States. For example, less than half (48%) of HS teachers are White while over one-third (35%) are Black (Saluja et al., 2002). Keywords: children; education; head; language; program; spanish; staff; start; teachers
• Bilingual Teachers in Early Head Start/Head Start by Mancilla-Martinez, Jeannette; Lesaux, Nonie K. (2014) - It is likely that PD opportunities for lead teachers and program staff who work directly with children and families would be beneficial, especially those focused on the process of second language acquisition. However, our sample included a substantially larger percentage of Latina teachers (53%) compared to the overall national average and national average for Head Start programs (6% each). Keywords: head; language; program; spanish; teachers
• Harvest for Healthy Kids: A nutrition education curriculum aligned with the Head Start Child Development and Early Learning Framework by Izumi, Betty; Hoffman, Jessica; Eckhardt, Cara; Johnson, Angela; Hallman, Jennifer; Barberis, Dawn (2015) - The Harvest for Healthy Kids curriculum was developed during the 2011-2012 academic year by an eight member work group that included Head Start teachers and administrators and researchers from Portland State University. IMPLICATIONS FOR PRACTICE Our findings suggest that the Harvest for Healthy Kids curriculum may be appropriate for promoting healthy eating habits among children in Head Start programs. Keywords: children; curriculum; development; education; harvest; head; intervention; kids; nutrition; start; study; teachers
• Family-Professional Partnerships in Head Start: Practical Strategies Using a Partnership Intervention by Stroup-Rentier, Vera L.; Summers, Jean A.; Palmer, Susan; Turnbull, Ann P. (2015) - Head Start’s commitment to family partnership, makes the program selected an exemplar for positive beliefs about families and the importance of partnership. Head Start promotes family partnership as a way for families to successfully complete their identified goals. Keywords: families; family; head; intervention; start; teachers
• Scaffolded Dialogic Reading Professional Development for Transitional Kindergarten Teachers of Dual Language Learners by Matera, Carola; Armas, Elvira; Lavadenz, Magaly (2016) - Accelerating language development through picture book reading: A systematic extension to Mexican daycare. 2 This article covers four topics: (a) research on language and literacy development for DLLs and DLL teacher development, (b) the study methods and design, (c) the study results, and (d) implications for language and literacy instruction and practice in diverse early childhood settings. Keywords: children; classroom; coaches; coaching; development; dlls; education; english; language; learning; literacy; practices; professional; reading; research; support; teachers
• Milieu Language Strategies on English Language Growth in Children Who Are English Language Learners by Mallory, Emily; Luze, Gayle (2016) - The researchers found milieu language strategies can encourage English growth and can be implemented with fidelity by the teachers into regular, daily interactions and teaching with the children. This study examined how instructional strategies created and implemented from a special education perspective based on multiple developmental and recommended teaching practices, milieu language strategies, can be used with children who are ELLs as a means of providing teachers with developmentally appropriate strategies and providing children who are ELLs with consistent comprehensible input to acquire English. Keywords: children; ells; english; language; language strategies; milieu; milieu language; research; strategies; study; teachers; teaching; use
• “The Opportunity to Get Ready”: Early Head Start Program Innovation by Charles, Anita S.; Peabody, Mary Anne (2016) - Ambivalence in Working with Families in Poverty Ecological models can expand our understanding of working with families in poverty. Keywords: vulnerable families, Early Head Start, ecological theory, spatialized critical theory, resilience Early Head Start (EHS) was designed as a multi-generational program to improve children’s developmental outcomes by providing high quality child and family development services that support and enhance family functioning. Keywords: children; families; family; head; health; home; need; parents; program; staff; start; support; teachers
• Coach Reports of Teachers’ Practice: An Alternative for Assessing Teacher-Child Interactions in Early Childhood Classrooms by Jimenez, Manuela; LoCasale-Crouch, Jennifer (2015) - Keywords: teacher assessment, teacher-child interactions, coaching, ratings, professional development. Practice: An Alternative for Assessing Teacher-Child Interactions in Early Childhood Classrooms Manuela Jimenez Arizona State University Jennifer LoCasale-Crouch University of Virginia There is a need for valid, cost-effective assessments of effective teacher practice that can be used as an alternative to observational assessments. Keywords: coaches; interactions; practice; quality; ratings; teachers
• Supporting Family Engagement with Parents of Infants and Toddlers by Whiteside-Mansell, Leanne; Johnson, Danya; Bokony, Patti; McKelvey, Lorraine; Conners-Burrow, Nicola; Swindle, Taren (2013) - The role of supervision in child injury risk: definition, conceptual and measurement issues. Second, in the spring, 72 parents received Family Map home visits using the IT-Family Map. Keywords: bradley; children; development; families; family; family map; head; health; home; mansell; parenting; parents; questions; risk; start; study; teachers; whiteside
• Tailored Teaching: Emerging Themes from the Literature on Teachers’ Use of Ongoing Child Assessment to Individualize Instruction by Akers, Lauren; Del Grosso, Patricia; Snell, Emily K; Atkins-Burnett, Sally; Wasik, Barbara; Carta, Judith; Boller, Kimberly; Monahan, Shannon (2016) - We identified four important issues in the literature in ongoing assessment in early childhood: (1) many teachers do not consistently collect ongoing assessment data, nor do they use it for instruction and individualization; (2) barriers to using data include lack of pedagogical content knowledge and knowledge about how to conduct assessments and interpret data; (3) teachers want more training and professional development in this area; and (4) more needs to be known about how to support the successful implementation of ongoing child assessment. DIALOG FROM THE FIELD Tailored Teaching: Emerging Themes from the Literature on Teachers’ Use of Ongoing Child Assessment to Individualize Instruction Lauren Akers and Patricia Del Grosso Mathematica Policy Research Emily Snell Temple University Sally Atkins-Burnett Mathematica Policy Research Barbara A. Wasik Temple University Judith Carta University of Kansas Kimberly Boller and Shannon Monahan Mathematica Policy Research Ongoing child assessment is increasingly viewed as a tool for informing and individualizing instruction in early childhood, yet little is known about how ongoing child assessment is implemented at the classroom or the programmatic level. Keywords: assessment; childhood; children; curriculum; data; development; early; education; et al; instruction; studies; teachers; use
• Supporting English Learners in Preschool: Strategies for Teachers by Hoisington, Cindy; Mercer-Young, Jessica; Anastasopoulos, Louisa; Washburn, Sue (2015) - EL children, however, have additional language needs (Haager & Windmueller, 2001). Teachers also need to understand that EL children are not a homogenous group, but unique individuals who bring a variety of background experiences to the language learning process (Espinosa, 2008). Keywords: children; els; grace; language; literacy; maria; teachers
• Harvest for Healthy Kids: Head Start Teachers’ Perceptions of Curriculum Usability by Izumi, Betty; Hoffman, Jessica; Eckhardt, Cara; Johnson, Angela; Hallman, Jennifer; Barberis, Dawn (2015) - Our study assessed the extent to which Head Start teachers found the curriculum to be usable in their classroom settings. In addition to their ability to reach large numbers of low-income children, Head Start programs are required to provide children with nutritious meals and snacks, include children in developmentally appropriate food-related activities, and provide children, parents, and staff with nutrition education. Keywords: children; curriculum; education; harvest; head; kids; nutrition; start; teachers
• CREATING NEW PATHWAYS FOR DIALOGUE: COLLABORATION OF DIVERSE VOICES by White, Annie (2017) - The Third Space creates a neutral place where teachers and EHS parents unite, focusing on the child at the center and celebrating growth and development. It is through Journey of Discoveries written narrative observations that EHS parents can authentically engage with teachers in the school readiness process through a collaborative Third Space. Keywords: baby; children; collaboration; development; discoveries; ehs; ehs staff; families; family; head; home; journey; learning; parents; readiness; school; staff; start; study; teachers
• Family Engagement: Establishing a System to Support the Parent-Teacher Partnership by McKelvey, Lorraine; Bokony, Patti; Johnson, Danya; Whiteside-Mansell, Leanne; Conners-Burrow, Nicola; Swindle, Taren (2013) - For this reason, major early childhood professional organizations’ standards for quality child care address family engagement and positive parent- provider relationships (Administration for Children, Youth, and Families Head Start Bureau, 184 BOKONY ET AL. 2006; National Association for Family Child Care, 2009; National Association for the Education of Young Children, 2007). Keywords: parent education; family engagement; early education; parent-teacher communication; parent-teacher relationship Children do best when child care providers have meaningful and positive relationships with families (Bouffard & Weiss, 2008). Keywords: care; child; communication; family; map; parents; teachers; tips
• Family Map Inventory and TIPS for Great Kids!: Tools for Increasing Parent-Teacher Communication by Bokoni, Patti; Whiteside-Mansell, Leanne; Swindle, Taren (2013) - For this reason, major early childhood professional organizations’ standards for quality child care address family engagement and positive parent- provider relationships (Administration for Children, Youth, and Families Head Start Bureau, 184 BOKONY ET AL. 2006; National Association for Family Child Care, 2009; National Association for the Education of Young Children, 2007). Keywords: parent education; family engagement; early education; parent-teacher communication; parent-teacher relationship Children do best when child care providers have meaningful and positive relationships with families (Bouffard & Weiss, 2008). Keywords: care; child; communication; family; map; parents; teachers; tips
• How Spanish is used in Head Start: Observational Evidence from Four Classrooms by Miller, Elizabeth B. (2017) - In line with this policy, national Head Start mandates pertaining to DLL children stipulate that programs must: 1) support children in the acquisition of their home language and English; 2) provide comprehensive Head Start services to families in culturally appropriate and respectful ways in line with Head Start’s MILLER 2 “whole child” model of development; and 3) improve outreach and increase enrollment and quality of services to DLL children and their families (U.S. DHHS, 2008). This line of inquiry has mostly focused on balanced bilinguals – children who have balanced knowledge and facility of two languages equally (Genesee et al., 1978) – and less so on DLL children who may be dominant in one language. Keywords: children; classroom; development; dll; dll children; english; head; home; home language; language; research; school; site; skills; spanish; start; teachers; use; vocabulary
• Multi-tiered Narrative Intervention for Preschoolers: A Head Start Implementation Study by Spencer, Trina D; Weddle, Sarah A; Petersen, Douglas B; Adams, John L (2017) - Research and development in child language intervention: A five-phase model. Keywords: language intervention, implementation, narratives Although reading comprehension is clearly important—it is the reason why students learn to read—it has been largely ignored in preschool and early elementary grades. Keywords: assistants; champs; children; classroom; comprehension; fidelity; group; head; implementation; intervention; language; narrative; nlm; research; retell; spencer; start; story; teachers; teaching
• Readiness Opportunities for Highly Vulnerable Families by Charles, Anita S.; Peabody, Mary Anne (2016) - Findings are discussed in terms of literature relevant to ecological theory, family resilience, and coping with stressors with an emphasis on supporting staff who in turn support both young children's school readiness and families in a collaborative community process. In addition, we consider the concept of family resilience in coping with stressors emerging from conditions that place families at risk of school and societal difficulty (Vandsburger, Harrigan, & Biggerstaff, 2008; Keywords: families; head; parents; program; start; teachers
• Professional Development for Transitional Kindergarten Teachers of Dual Language Learners: Learning and Applying Scaffolded Dialogic Reading by Matera, Carola; Armas, Elvira; Lavadenz, Magaly (2016) - With a child found to be at the initial stage of English language development, for example, the teacher needs to be able to ask questions that allow the child to participate over time at progressive stages of language development. While there is little literature on teacher professional development to meet the unique needs of young children, especially DLLs, the research affirms that teachers need effective training in evidence-based strategies that significantly improve children’s English language skills (Castro et al., 2013; Espinosa, 2010; Saunders et al., 2013). Keywords: development; dialogic; language; reading; teachers
• Research to Practice: Integrating physical activity into preschool classroom academic lessons promotes daily physical activity and improves literacy by Kirk, Stacie; Fuchs, Wendy; Kirk, Erik P (2013) - Physical activity levels during free play were measured using the System for Observing Fitness Instruction Time (SOFIT) to determine if increasing physical activity in the classroom increased physical activity throughout the day. Therefore, physical activity academic lessons are cost effective, require minimal teacher preparation, and result in improved academic scores and lower body weight. Keywords: activity; children; head; literacy; start; teachers
• Multi-tiered Narrative Intervention for Preschoolers: A Head Start Implementation Study by Spencer, Trina D. (2017) - Across the year, Head Start teachers and teaching assistants implemented all four components of the MTSS model: large group narrative instruction, small group narrative intervention, individual narrative intervention, and progress monitoring probes using a narrative retell task (Spencer & Petersen, 2012b). First, we investigated how well Story Champs would improve story retelling and language comprehension, second, we examined whether a multi-tiered system of language instruction would be feasible for Head Start teachers and teaching assistants to implement, and whether they could use the intervention and assessment tools effectively in their natural environments. Keywords: head; intervention; language; start; teachers
• Effects of Coaching and Performance Feedback on Preschool Teachers Implementation of the Teaching Pyramid Model by Godfrey-Hurrell, Ph.D., Kristi; Correa, Ph.D., Vivian; Truesdell, Laura (2018) - This often leads to an increased amount of child care teachers who struggle with identifying and meeting the social-emotional and behavioral needs of young children. The coach then provided supportive feedback by presenting teacher data based on classroom observation and highlighting areas of strength and progression of goals, this was then followed by suggestive feedback where strategies were presented for increasing TPOT scores and additional goals were discussed. Keywords: baseline; children; coaching; data; intervention; item; model; pyramid; study; teachers; teaching; tpot
• Accelerating Preschoolers’ Content Vocabulary: Designing a Shared Book Intervention in Collaboration With Teachers by Pollard Durodola, Sharolyn D; Gonzalez, Jorge E; Simmons, Deborah C (2013) - Phase I Preliminary Intervention Design Prior to intervention design, the three researchers worked to better understand practice-as-usual shared book reading preschool instruction through observations and by conducting a literature review of shared book reading interventions implemented in settings of children with limited vocabulary knowledge and/or from low-SES settings. Findings from both focus groups guided the development of a 12-week content-based (science themes) shared book reading intervention. Keywords: book; book reading; children; content; design; feedback; group; instruction; intervention; knowledge; practices; preschool; reading; research; researchers; teachers; vocabulary; words
• “We Are Here for the Kids”: A Case Study About Including Children with Disabilities in Head Start by Mihai, Alina; Butera, Gretchen (2017) - Recent research demonstrates many Head Start children continue to fall behind their peers in readiness at kindergarten entry. In subsequent classroom observations we used a semi-structured observation protocol to capture classroom events related to how teachers provided instruction (e.g., large group and small group activities, individual work with children), how children with disabilities participated in activities and interacted with peers and adults (e.g., whether children actively engaged and sustained attention, whether they played with other children), and any observed instances of collaboration between professionals (e.g., specialist visits to the classroom). Keywords: activities; case; children; classroom; disabilities; head; language; laura; needs; program; speech; start; study; teachers
• Early Childhood Teachers’ Use of Dual Language Digital Books in Alaskan Communities by Ohle, Kathryn A. (2018) - Keywords: dual language books, early childhood teachers, Indigenous populations, biliteracy “If little ones can learn the language, then the language will have a chance of surviving. Choosing dual language books. Keywords: alaska; books; children; education; families; language; language books; literacy; native; reading; school; skills; students; study; teachers; time; use
• Factors Related to Head Start Teachers’ Implementation of Physical Activity Programming by Cox, Colin M (2018) - Keywords: community health, physical activity programs, child obesity, pre- school Children typically do not engage in recommended levels of physical activity while in early care and education settings (Pate, McIver, Dowda, Brown, & Addy, 2008; Results also highlighted Head Start teachers’ positive attitudes about the benefits of promoting physical activity. Keywords: activity; attitudes; children; head; implementation; program; start; teachers; usage
• Articulating high quality free choice time in Head Start preschools: A framework to support professional development and classroom observations by Paulick, Judy Hicks (2019) - The teacher moves on to another group of children, and continues to move among the children throughout the 45 minutes of free choice time. If children complete their turkeys before the timer rings, they are sent off to “go play” in the blocks area or the play kitchen on the other side of the classroom. Keywords: children; choice; classrooms; development; fct; free; language; play; quality; range; support; talk; teachers; time
• Including Everyone from the Start: Lessons Learned from Head Start by Mihai, Alina; Butera, Gretchen (2017) - Microsoft Word - Mihai RTP.docx Dialog, 20(1), Copyright © 2017, ISSN: 1930-9325 RESEARCH-TO-PRACTICE Including Everyone from the Start: Lessons Learned from Head Start Alina Mihai Indiana University Kokomo Gretchen Butera Indiana University Bloomington This research to practice article summarizes the findings from a case study focused on examining how children with disabilities were included in eight Head Start classrooms in one Midwestern Head Start program. Specifically: (1) Teachers must be provided with support to recognize and address the individual needs of children with disabilities in their classroom; (2) Teachers need to intentionally facilitate peer interactions between children with and without disabilities; (3) Key stakeholders involved in serving children with disabilities should prioritize developing effective partnership; (4) Efforts are necessary to reduce the negative impacts of external factors, such as the uneven distribution of children with disabilities across classrooms, influencing the quality of inclusive classroom environments. Keywords: children; classroom; disabilities; head; start; teachers
• Using Coaching and Performance Feedback to Increase Head Start Teachers' Use of Teaching Pyramid Model Practices by Baughan, Cynthia; Correa, Vivian I.; Muharib, Reem (2019) - Intervention summary child social interaction data in Joey’s classroom show a decline in challenging behaviors. Intervention summary child social interaction data in Sharon’s classroom show inconsistencies in the percentage of intervals in which at least one child engaged in challenging behavior. Keywords: area; baseline; children; classroom; coaching; data; feedback; interactions; intervention; model; practices; pyramid; teachers; teaching
• Physical Activity in Head Start Classrooms: How Teachers’ Attitudes and Training Contribute to Program Usage by Cox, Colin M (2018) - Almost all teachers reported positive attitudes about promotion of physical activity in general and the IM/IL program specifically. Keywords: Head Start, preschool, physical activity, active play Early childhood education programs and staff are key to the promotion of physical activity for young children. Keywords: activity; teachers
• Early Childhood Teachers' Use of Dual Language Digital Books by Ohle, Kathryn Ann (2018) - Keywords: dual language books, early childhood teachers, Indigenous populations Language extinction is a reality for many communities around the world and is particularly true for those in Alaska, where only 22% of Alaska Native peoples can speak their language (Olson & Alaska State Legislature, 2012). However, if teachers do not intentionally use dual language books and promote Indigenous languages amongst the youngest of learners, who will? Keywords: books; children; language; literacy; teachers
• Effects of Coaching and Performance Feedback on Preschool Teachers Implementation of the Teaching Pyramid Model by Godfrey-Hurrell, Kristi (2018) - As such, this could lead to an increased need for those who work with young children (e.g., child care teachers) to understand child behavior; acquire knowledge of effective, evidence-based strategies and interventions; and receive targeted professional development and support around social-emotional and behavioral needs. Assessment data that tracks child development in areas such as social-emotional development and behavior could assist “coaches” and teachers in understanding the impact of teaching practices on child behavior and development. Keywords: childhood; children; development; model; teachers
• Teacher Beliefs and Misconceptions Regarding Dual Language Learners in Head Start: An Opportunity for Enhancing Professional Development by Ramˆirez, Rica; Cycyk, Lauren M.; Scarpino, Shelley E.; L`opez, Lisa M.; Hammer, Carol Scheffner (2020) - Twenty-three female Head Start teachers were administered a questionnaire covering various topics such as, teacher language and cultural background, teacher experience and training, teacher practices and language use with DLLs, teachers’ beliefs about dual language development and DLLs’ learning, and classroom characteristics. A variety of strategies are available to Head Start teachers and programs to enhance the educational quality for DLLs and meet these performance standards (ACF, 2016b); however, the beliefs that teachers hold regarding DLLs likely influences the supports teachers choose to provide to DLLs in the classroom (Pettit, 2011). Keywords: development; dlls; head; language; teachers
• The Impact of Video Self-Reflection on Teacher Practice by Grantham-Caston, Michelle; DiCarlo, Cynthia F (2019) - Last ∆ Tammy 100 100 0 100 100 0 50 100 +50 83 100 +17 Valerie 80 50 -30 100 75 -25 100 60 -40 93 70 -23 Danielle 100 100 0 100 100 0 100 100 0 100 100 0 VIDEO SELF REFLECTION 69 TABLE 4 Domain 1 Tier II: Teachers CLASS Scores as Compared to the Researcher Note. [See tables below] VIDEO SELF-REFLECTION TABLE 2 Domain 1 Tier I: Teachers CLASS Scores as Compared to the Researcher Note. Keywords: class; class score; range; reflection; score; self; study; teachers; tier; tier ii; tool; video
• The Effects of a Whole-Classroom Repeated Book Reading Intervention on the Language Development of Children in Head Start by Mihai, Alina; Butera, Gretchen (2019) - Added value of dialogic parent–child book readings: A meta-analysis. The PPVT-4 is a widely used, norm-referenced, assessment of child receptive language and is ideal for measuring vocabulary growth in response to instruction. Keywords: book; book reading; children; classrooms; development; intervention; language; literacy; preschool; reading; research; skills; study; teachers; vocabulary
• Table of Contents by Butts, C. Missy (2018) - 50 Factors Related to Head Start Teachers’ Implementation of Physical Activity Programming Colin Cox………………………………………....………………..………………………… 68 Research-to-Practice Summaries Early Childhood Teachers’ Use of Dual Language Digital Books Kathryn A. Ohle.………………………………………………………………....................... 80 Conceptual Vocabulary Among Preschoolers Jeannette Mancilla-Martinez. ……………………………………………………………….... 86 Effects of a Professional Development Intervention on Preschool Teachers’ Use of the Teaching Pyramid Model Kristi Godfrey-Hurrell……………………………………... …………………….…………. Keywords: teachers
• Supporting Dual Language Learners' Language Development Using Relevant Teacher Talk during Playtime by Paulick, Judy Hicks (2019) - Interactions that included more than one type of intent received multiple codes. FINDINGS AND IMPLICATIONS FOR PRACTICE Both the quantitative and qualitative aspects of teacher language were found to be different between the classrooms that scored higher and lower on the CLASS. Keywords: play, vocabulary development, teacher development, free choice time INTRODUCTION AND BACKGROUND A teacher approaches a pair of preschoolers who are playing with trains, trucks, and tracks on a rug during free choice time (FCT). Keywords: children; classrooms; language; scoring; teachers; words
• Head Start Teachers' Beliefs and Reported Practices for Letter Knowledge by Gerde, Hope K.; Skibbe, Lori E.; Goetsch, Megan; Douglas, Sarah N (2019) - Head Start programs have effectively helped children with low literacy skills to make gains in letter knowledge throughout the school year, although the number of letters children typically know remains behind their more advantaged peers (Diamond et al., 2008; Norwalk, DiPerna, Lei, & Wu, 2012). These types of activities can be incorporated into book reading sessions (Justice, McGinty, Piasta, Kaderavek, & Fan, 2010), yet a number of intervention studies have successfully taught children letters within the context of play (Roskos & Christie, 2011; Roskos, Christie, Widman, & Holding, 2010; VanHoorn, Nourot, Scales, & Alward, 2014). Keywords: children; head; instruction; kindergarten; knowledge; letter; letter knowledge; literacy; practices; reading; research; start; teachers; teaching; writing
• Coaching Head Start Teachers on the Use of Teaching Pyramid Model Practices in the Classroom by Baughan, Cynthia; Correa, Vivian I; Muharib, Reem (2019) - And (b) what is the impact of teacher coaching and performance feedback on social interactions in the classroom? SUMMARY OF RESEARCH METHODS Participants Participants were three Head Start preschool classroom lead teachers who volunteered to receive training related to promoting social-emotional skills and preventing challenging behaviors in the classroom. Keywords: children; coaching; practices; pyramid; teachers; teaching
• Teachers' Beliefs Regarding Dual Language Learners in Head Start by Ram`irez, Rica; Cycyk, Lauren M.; Scarpino, Shelley E.; Lopez, Lisa M.; Hammer, Carol Scheffner (2020) - Procedure Teachers were administered a questionnaire that included 61 multi-part questions targeting: teacher language and cultural background, teacher experience and training, teacher practices and language use with DLLs, teacher beliefs about dual language development and DLLs’ learning, and classroom characteristics. For example, teachers first responded to a question on the questionnaire which asked them to rate their level of agreement with the statement “use of DLLs’ home language in the classroom helps them to learn English” using the following scale: strongly disagree, disagree, agree, strongly agree. Keywords: beliefs; children; classroom; development; dlls; english; head; home; home language; language; research; start; teachers; use
• Video Self Reflection by Grantham-Caston, Michelle; DiCarlo, Cynthia (2019) - Dialog, 22(1), Copyright © 2019, ISSN: 1930-9325 Video Self-Reflection Michelle Grantham-Caston Cynthia DiCarlo Louisiana State University Research suggests that teachers with increased education and experience are better able to support learners; the challenge is to find the time for ongoing professional development within teachers’ busy schedules. Research suggests that teachers are better able to be self-reflective when provided with a framework. Keywords: development; reflection; study; teachers; video
• Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms by Zinsser, Katherine M.; Bailey, Craig S.; Curby, Timothy W.; Denham, Susanne A.; Bassett, Hideko H. (2013) - We found that Head Start teachers tended to be less stressed, more supportive, and more consistent than private center teachers. Overall, Head Start teachers showed less stress, higher levels of emotional support, and more consistency in emotional support. Keywords: behavior; centers; children; classroom; head; interactions; mean; start; stress; support; teachers; variability
• Keep Calm and Carry on: The importance of children’s emotional positivity and regulation for success in Head Start by Sirotkin, Yana S.; Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine M. (2013) - In T. J. Berndt & G. W. Ladd (Eds.), Peer relationships in child development (pp. 95-131). These skills are particularly important for children in Head Start programs who already demonstrate a significant achievement gap as early as kindergarten (e.g., Campbell & Stauffenberg, 2008; Raver & Knitzer, 2002; Ryan, Fauth, & Brooks-Gunn, 2006). Keywords: children; denham; emotion; regulation; school; teachers
• The Transition from Pre-K to Kindergarten: Parent, Teacher, and Administrator Perspectives by Vitiello, Virginia E.; Basuel, Nica Kyra N.; White, Emily S.; Whittaker, Jessica E.; Ruzek, Erik A.; Pianta, Robert C. (2020) - Aligned with this goal, the current study sought to gain perspectives from parents, teachers, and administrators involved in kindergarten transitions from public pre-K programs in a large school district that reflects the nation’s demographic trends: increasing economic, racial/ethnic, and linguistic diversity. There may be substantive differences in the way those principals approach kindergarten transitions. Keywords: administrators; children; families; kindergarten; kindergarten teachers; parents; practices; pre; preschool; programs; readiness; research; school; teachers; transition

• The Prevalence of Medication use in a Head Start Preschool Sample by Seif, Erin; Carlson, John (2014) - In order to address this question, descriptive statistics were calculated to determine the types of medication children were reported to be taking, and the prevalence of each medication in the sample. The side effects of asthma medications in preschoolers are not well known, especially when multiple medications are prescribed. Keywords: american; asthma; children; head; medication; preschool; sample; start; students; taking; use
• NHSA Dialog 16(2) by Baddouh, Priscila G. (2013) - ………….... 1 Head Start Preschoolers’ Emotional Positivity and Emotion Regulation Predict their Social-Emotion Behavior, Classroom Adjustment, and Early School Success Susanne A. Denham, Hideko H. Bassett, Yana S. Sirotkin, and Katherine Zinsser.………... 18 Improvement of Child Care Programs’ Health and Safety Policies, and Practices, and Children’s Access to Health Care, Linked to Child Care Health Consultation Patricia Isbell, Jonathan Kotch, Eric Savage, Elizabeth Gunn, Lydia Lu, and David Weber.. 34 Social Support through Social Capital: A Model of a Parent Support Group for Mothers in an Urban Head Start Kelly O’Carroll, Catherine Ayoub, Caroline Watts, William Beardslee………………......... 53 Parent Voices: An Investigation of the Response Process Validity of the Child Behavior Checklist with Head Start Parents Marlo Perry, Yumiko Miller, Rachel Fusco, John Fantuzzo……..…………………….......... 75 Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social emotional behavior in private and Head Start classrooms Katherine M. Zinsser, Craig S. Bailey, Timothy W. Curby, Susanne A. Denham, and Hideko H. Bassett..…………….…………………………………………………………….. 90 (continued from previous page) Research-to-Practice Summaries Prioritizing Interactions to Support Children’s Academic Achievement Timothy Curby and Catherine Chavez……………………………………….….………….. 109 Keep Calm and Carry on: The Importance of children’s emotional positivity and regulation for success in Head Start Yana S. Sirotkin, Susanne A. Denham, Hideko H. Bassett, and Katherine M. Zinsser……. Volume 16, Number 2 2013 ISSN: 1930-9325 CONTENTS Research Articles Examining CLASS dimensions as predictors of pre-k children’s development of language, literacy, and mathematics Timothy Curby and Catharine Chavez…………………………………………. Keywords: children; head
• Quantitative and Qualitative Factors Related to the Effectiveness of a Preschool Behavioral Regulation Intervention by Tominey, Shauna L; McClelland, Megan M. (2013) - QUALITATIVE FINDINGS AND INTERVENTION EFFECTIVENESS As we expected, patterns emerged from the qualitative fieldnotes revealing relations between child behaviors and family income level. Children from low-income families experienced smaller intervention-related gains than their peers. Keywords: behaviors; children; education; group; head; income; intervention; regulation; regulation group; start; study; task
• An Examination of Children Referred and Identified with Socioemotional and Behavioral Needs in Head Start by Bulotsky Shearer, Rebecca; Delgado, Christine; Bailey, Jhonelle; Futterer, Jenna; Gruen, Rinatte (2020) - Data from this study were obtained as part of a larger University-Head Start collaborative research project examining the school readiness of Head Start children enrolled in a large urban program, located in the Southeastern United States. TABLE 1 Prevalence of Disability Categories among Head Start Children in the Special Needs System Children in Special Needs System Identified Disability Suspected Disability Special need category n = 571a n = 428a Speech/Language 437 (76.5%) 279 (65.2%) Emotional/Behavioral 32 (5.6%) 90 (21.0%) Health/Physical 33 (5.8%) 16 (3.7%) Keywords: childhood; children; disability; education; et al; head; identification; language; needs; program; research; special; start
• A Program-wide Look at Early Identification of Socioemotional and Behavioral Needs in Head Start Programs to Better Serve Children by Bulotsky Shearer, Rebecca; Delgado, Christine; Bailey, Jhonelle; Futterer, Jenna ; Gruen, Rinatte (2020) - A Program-Wide Look at Early Identification of Socioemotional and Behavioral Needs in Head Start Programs to Better Serve Children Rebecca J. Bulotsky-Shearer, Christine F. Delgado, Jhonelle Bailey, Jenna N. Futterer & Rinatte L. Gruen University of Miami 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. Early childhood programs such as Head Start serving children at risk have the opportunity to identify early developmental and behavioral needs and provide high quality, timely interventions that support children’s active engagement in early learning and socialization experiences that support kindergarten success (Shonkoff, 2011). Keywords: childhood; children; disability; head; program; start
• New Year, New Name: Letter from the Editor by Shore, Rebecca (2022) - Our issue concludes with a study of racial disparities among the physical and mental health needs of Head Start staff by Adam Blancher, Michelle Yetman, and Tyler Reekes of Louisiana State University Health Sciences Center at Shreveport. Their study compared data from Head Start staff in Louisiana to a previously published data set on staff in Pennsylvania. Keywords: head; start; teacher
• The Psychometric Properties of the English and Spanish Versions of the Bilingual Early Language Assessment by Durán, Lillian K.; Innocenti, Mark S.; Robertshaw, M. Brooke (2013) - In order to improve the internal consistency of the Spanish BELA it may be necessary to redesign the instrument and to develop a version that considers features unique to Spanish language development and to the cultural contexts of young Spanish speakers in the U.S. (Peña, 2007). The four factors we hypothesized that would load together were: English BELA receptive and English PLS-4 Auditory Comprehension, Spanish BELA receptive and Spanish PLS-4 Auditory Comprehension, English BELA Expressive and English PLS-4 Expressive Communication, and Spanish BELA Expressive and Spanish PLS-4 Expressive Communication. Keywords: assessment; bela; children; development; education; english; head; language; pls-4; reliability; spanish; start; test; total; validity
• What are Convergence and Divergence in How Parents and Educators Interpret Child Development When Preschoolers Transition to Kindergarten? by Macy, Marisa; Reid, Mark; Macy, Robert (2023) - AEPS-3 FACS item 2 is statistically significant with both AEPS-3 Ready Set items. AEPS-3 Ready Set. Keywords: aeps-3; assessment; children; correlation; facs; head; items; motor; parents; ready; set; start
• Views of Multilingual Families’ Communication With East Coast Migrant Head Start Programs by Clarke, Tricia; Niewiadomski, Robert ; De Jesus, Ana; Quiroz, Lovell; Luo, Xueyi; Li, Yimeng; Shao, Yidan; Rodriguez, Ph.D., Diane (2023) - Future research could provide additional information about the program’s stakeholders, including the perceptions of administrators and teachers on the impact and effectiveness of Head Start programs that serve multilingual families. Multilingual families experience unique barriers as they seek to partner with schools to educate their children. Keywords: children; communication; development; education; families; head; home; language; program; school; start
• Perceptions of East Coast Migrant Head Start Programs and Multilingual Families' Communication by Clarke, Tricia; Niewiadomski, Robert; De Jesus, Ana; Quiroz, Lovell; Luo, Xueyi; Li, Yimeng; Shao, Yidan; Rodriguez, Diane (2023) - Future research could provide additional information about the program’s stakeholders, including the perceptions of administrators and teachers on the impact and effectiveness of Head Start programs that serve multilingual families, examine the difference in perception between the program’s view of its (mis)communication with families and how families view the degree to which they communicate with the program, explore the program’s recruitment practices and enrollment efforts toward multilingual families in the community to better inform multilingual families about enrollment in early childhood education programs, investigate the role of the program’s location and its connection to enrollment and multilingual family engagement, probe connections between enrollment and engagement in the Head Start program with students’ success in kindergarten and first grade, and contribute to reducing disparities in academic achievement among children from multilingual families by increasing access to education at a young age. ACKNOWLEDGEMENTS We thank Juvencio Rocha Peralta, Executive Director of the Association of Mexicans in North Carolina (AMEXCAN), Inc., and Javier Gonzalez Gonzales, Ed.D., Chief Operating Officer of the East Coast Migrant Head Start Program, for their partnership. They would also like family training programs that teach English or computer literacy. Keywords: children; communication; education; families; head; program; school; start
• Prevalence and Impact of Trauma in a Diverse Head Start Sample by Pfenninger Saint Gilles, Marla; Carlson, John (2015) - The ways in which the effects of trauma impact children at school are numerous and can be examined from both cognitive and psychosocial perspectives. Event trauma in early childhood: Symptoms, assessment, intervention. Keywords: caregivers; children; events; experiencing; head; health; impact; research; start; study; trauma
• Asthma Prevalence in an Inner-city Head Start Sample: Links with Family Income, Education and Race/Ethnicity by Bekar, Ozlem; Halpern, Ellen; Lamb-Parker, Faith; Steele, Howard; Steele, Miriam; Shahmoon-Shanok, Rebecca (2014) - To the best of our knowledge, this study has been the first to investigate the effects of family income and parental education on asthma status among Head Start children coming from Hispanic/Latino, black and Asian backgrounds. Since our findings indicate that both race/ethnicity and family income are associated with asthma status, albeit probably through separate pathways, they add to existing suggestions for further research to determine the particular mechanisms through which the effects of race/ethnicity are carried to disparities in asthma prevalence. Keywords: asthma; asthma prevalence; children; education; ethnicity; head; health; income; latino; prevalence; race; start; status
• Examining interdisciplinary collaboration within a comprehensive early childhood education framework by Anderson, Elizabeth (2014) - THE CURRENT STUDY This paper reports on a one-year study involving Head Start and Early Head Start staff members from across disciplines (education, health services, family services, special education services, nutrition, and transportation) in an agency in the Northeast. Agency Context In operation for over 20 years, this agency offers a range of programs and services, including Head Start and Early Head Start programs. Keywords: children; collaboration; disciplines; head; literacy; participants; project; read; school; staff; start; study
• Improving Access Through Implementation of Site-Based Well-Child Visits in Head Start by Roberson, Kristina M.; Blood-Siegfried, Jane E.; Derouin, Anne L.; Vartenisian, John P. (2015) - The study did not employ a script or defined recruitment steps and instead relied on historical processes when identifying children who were behind with well child visits. Making the case for school based health: Where do we stand? Keywords: access; care; child; children; head; health; healthcare; school; site; staff; start; study; visit
• Strategies to Support Parent Engagement during Home Visits in Early Head Start and Head Start by Knoche, Lisa; Marvin, Christine A.; Sheridan, Susan M. (2015) - RESEARCH ARTICLE Strategies to Support Parent Engagement during Home Visits in Early Head Start and Head Start Lisa L. Knoche Nebraska Center for Research on Children, Youth, Families and Schools; University of Nebraska-Lincoln Christine A. Marvin University of Nebraska-Lincoln Susan M. Sheridan Nebraska Center for Research on Children, Youth, Families and Schools; University of Nebraska-Lincoln This study explores strategies used by early childhood professionals (ECPs) involved in a school readiness intervention to support parent engagement in young children’s learning. Keywords: home visiting, parent engagement, Head Start, Early Head Start 20 KNOCHE ET AL. Keywords: children; ecps; ehs; engagement; families; family; head; home; interaction; minute; parent; parent engagement; programs; start; strategies; use; visits
• Examining Families’ Early Literacy Beliefs and Practices Within a Head Start Program: Building Bridges by Friesen, Amber; Butera, Gretchen (2015) - Taking stock of family literacy: Some contemporary perspectives. Which way for family literacy: Intervention or empowerment?. Keywords: beliefs; children; development; families; family; head; home; literacy; literacy development; practices; program; reading; skills; start; survey; words
• Creating an agency-wide, interdisciplinary literacy project in comprehensive early childhood programs by Anderson, Elizabeth (2014) - This study also suggests that early childhood staff members from across disciplines are very interested in having additional opportunities to collaborate. This study suggests that Head Start and Early Head Start staff members recognize the benefits of interdisciplinary collaboration, but the experience of working across disciplines can be challenging. Keywords: agency; childhood; head; interdisciplinary; literacy; project; staff; start
• Communicating with Head Start Parents about their Child’s Weight Status by Hoffman, Jessica A.; Wirth, Catherine; Johnson, Sarah; Carter, Sonia; Dubois, Matthew; Cox, Colin; Castaneda-Sceppa, Carmen (2015) - As screening data indicated that 34% of Head Start children in the city were overweight or obese during the 2013-2014 school year when this survey was administered (S. Carter, personal communication October 8, 2014), it appears that parents underreported this health issue in their children. Head Start parents (N = 27) participated in four focus groups about the BMI letter. Keywords: bmi; child; children; head; letter; overweight; parents; start; status; weight
• Family Partnership: Practical Implications from a Case Study of a Refugee Family by Haines, Shana J.; Summers, Jean A.; Turnbull, Ann P.; Turnbull III, H. Rutherford (2015) - Family Awareness of Partnership Starting during the cultural orientation activities typically provided by resettlement agencies, refugee families could be taught about family partnership expectations and opportunities in Head Start and the K-12 education system. Dialog, 17(4), 124-130 Copyright © 2015, ISSN: 1930-9325 RESEARCH-TO-PRACTICE SUMMARY Family Partnership: Practical Implications from a Case Study of a Refugee Family Shana J. Haines University of Vermont Jean Ann Summers, Ann P. Turnbull, and H. Rutherford Turnbull III University of Kansas The attendance of children from refugee families at Head Start agencies provides the opportunity for Head Start staff to foster trusting family partnerships that are collaborative, respectful, and goal-oriented. Keywords: children; families; family; head; partnership; refugee; start
• Medication Use in a Head Start Sample: Relevance for Practitioners by Seif, Erin; Carlson, John (2015) - The differences in asthma medication use based on ethnicity in this sample is larger than what is usually reported in the literature  The side effects of asthma medications in preschoolers are not well known, especially when multiple medications are prescribed. Keywords: asthma; children; head; medication; use
• Asthma and Academic Achievement: How Are Head Start Children Affected? by Schilling, Ethan J.; Neuharth-Pritchett, Stacey; Lease, A. Michelle; Getch, Yvette Q. (2015) - Mental, emotional, and social problems among school children with asthma. Most studies attempt to control for ethnicity variables when examining asthma effects on academic achievement, as few have looked beyond the role of such variables as potential markers for achievement (Liberty et al., 2010). Keywords: achievement; asthma; children; family; head; school; start; students
• 17(4) by Baddouh, Priscila G. (2015) - Volume 17, Number 4 2015 ISSN: 1930-9325 CONTENTS Research Articles Ideal Leadership in Head Start Programs: Understanding Leadership from the Perspectives of Teachers and Directors in an Era of Changing Expectations and Increased Accountability Sandra E. Gonzalez…………………………………………………………..….………….... 1 Family Partnership with a Head Start Agency: A Case Study of a Refugee Family Shana J. Haines, Jean A. Summers, Ann P. Turnbull and H. Rutherford Turnbull III….…... 22 An Exploration of How the Foundations Intervention Influences Family-Professional Partnerships in Head Start: A Case Study Vera L. Stroup-Rentier, Jean A. Summers, Susan Palmer and Ann P. Turnbull……………. 50 The Role of Education in the Parenting Practices of Black Parents of Preschoolers Kalani M. Palmer and Heather J. Bachman……...……………….…………………….......... 66 The Prevalence of Medication Use in Head Start Preschool Sample Erin Seif and John Carlson…………………………………………………. Keywords: head; start
• Addressing Trauma in a Diverse Head Start Sample: Relevance for Practitioners by Pfenninger Saint Gilles, Marla; Carlson, John (2015) - In a large sample of children ages 2-18, Finkelhor, Ormrod and Turner (2007) found that of the 70% of children who had been victimized during the present year, 64% had experienced at least one additional, different kind of victimization during the same year. Eighty-five percent of children had experienced trauma. Keywords: children; events; head; start; trauma
• Asthma in Head Start Children: Practical Implications for Detection of Some Socio-demographic Risk Factors with Suggestions for Head Start Staff by Bekar, Ozlem; Halpern, Ellen; Lamb-Parker, Faith; Steele, Howard; Steele, Miriam; Shahmoon-Shanok, Rebecca (2015) - RESEARCH-TO-PRACTICE SUMMARY Asthma in Head Start Children: Practical Implications for Detection of Some Socio-demographic Risk Factors with Suggestions for Head Start Staff Ozlem Bekar The New School for Social Research Jewish Board of Family and Children's Services Ellen Halpern Rutgers University - Newark Faith Lamb-Parker Bank Street College Howard Steele and Miriam Steele The New School for Social Research Rebecca Shahmoon-Shanok Jewish Board of Family and Children's Services The Head Start Bureau has described asthma as a “growing problem” and “top chronic disease among Head Start children” (Rehnquist, 2002). Keywords: asthma; children; head; health; income; start
• 18(1) by Baddouh, Priscila G. (2015) - Building Bridges Amber Friesen and Gretchen Butera…………………………………………..……………. ……………………................................. 61 Prevalence and Impact of Trauma in a Diverse Head Start Sample Marla Pfenninger Saint Gilles and John Carlson……………………………………………. Keywords: head; start
• Examining the Role of Self Efficacy and Communication as Related to Dimensions of Latino Parent Involvement in Head Start by Mendez, Julia; Westerberg, Diana; Thibeault, Alexandre (2013) - For example, parent home based involvement was significantly related to parent home-school conferencing (r = .55, p < .001) and parent school involvement (r = .56, p < .001). Positive relationships between parent school involvement and public school inner-city preschoolers' development and academic performance. Keywords: acculturation; children; efficacy; families; head; home; involvement; latino; parent; parent involvement; school; school involvement; self; start; study
• Engaging Head Start Families in Childhood Obesity Prevention: School-Home Communication about Children’s Height and Weight Screenings by Hoffman, Jessica A.; Wirth, Catherine; Johnson, Sarah; Carter, Sonia; Dubois, Matthew; Cox, Colin; Castaneda-Sceppa, Carmen (2015) - This figure is much lower than the agency- wide screening data indicating that 34% of Head Start children in the agency were overweight or obese during the school year when the survey was administered. This article describes a process that was used to develop and evaluate strategies for communicating with Head Start parents about their child’s Body Mass Index. Keywords: child; head; parents; start; weight
• Practical Implications for Site Based Well Child Visits in Head Start by Roberson, Kristina M.; Blood-Siegfried, Jane E.; Derouin, Anne L.; Vartenisian, John P. (2015) - Making the case for school based health: Where do we stand? Keywords: school based clinic; school based health center; nurse practitioner; preschool; head start; low-income children; well-child care; preventive pediatric health When compared to all children, children in poverty face significant barriers in accessing preventive care that includes regular assessment of growth, health, and development alongside early diagnosis and treatment (American Academy of Pediatrics, 2013). Keywords: care; child; children; head; health; school; site; staff; start; study
• 18(2) by Baddouh, Priscila G. (2015) - 71 Research-to-Practice Summaries Supporting English Learners in Preschool: Strategies for Teachers Cindy Hoisington, Jessica Mercer Young, Louisa Anastasopoulos, and Sue Washburn…… 85 Engaging Head Start Families in Childhood Obesity Prevention: School-Home Communication about Children’s Height and Weight Screenings Jessica A. Hoffman, Catherine Wirth, Sarah Johnson, Sonia Carter, Matthew DuBois, Colin Cox, and Carmen Castaneda-Sceppa………………………………………………………… 92 Harvest for Healthy Kids: Head Start Teachers’ Perceptions of Curriculum Usability Betty Izumi, Jessica Hoffman, Cara Eckhardt, Angela Johnson, Jennifer Hallman, Dawn Barberis………………………………………………………………………………………. Volume 18, Number 2 2015 ISSN: 1930-9325 CONTENTS Research Articles Building a Classroom Community that Supports English Learners in Preschool Cindy Hoisington, Jessica Mercer Young, Louisa Anastasopoulos, and Sue Washburn...….. 1 Communicating with Head Start Parents about Their Child’s Weight Status Jessica A. Hoffman, Catherine Wirth, Sarah Johnson, Sonia Carter, Matthew DuBois, Colin Cox, and Carmen Castaneda-Sceppa………………………………………………………… 31 Harvest for Healthy Kids: A nutrition education curriculum aligned with the Head Start Child Development and Early Learning Framework Betty Izumi, Jessica Hoffman, Cara Eckhardt, Angela Johnson, Jennifer Hallman, Dawn Barberis………………………………………………………………………………………. Keywords: head; jennifer
• Leading Head Start Turnaround: A Four-stage Turnaround Model for Transforming Program Performance by Tracy, Seanelle S; Wischnowski, Michael (2017) - Head Start directors selected were asked to participate in one telephone interview and complete one questionnaire to gather demographic data about the director and Head Start program. This article is based on interviews with Head Start directors who were faced with the threat of recompetition, but were able to turn around their programs in time to avoid the possibility of losing them. Keywords: compliance; directors; grantees; head; monitoring; performance; performing; program; schools; staff; standards; start; turnaround
• Understanding cultural factors contributing to obesity in Head Start Hispanic preschoolers: Perceptions from one county Head Start by Miller, Elizabeth; Nicely, Stephanie; del Teso-Craviotto, Marisol; Timler, Geralyn (2017) - CBPR methods have been used to combat childhood obesity and to better understand the disportionately higher rates of obesity among Hispanic children (De la Torre et al., 2014; Schaefer, Camacho-Gomez, Sadeghi, Kaiser, German, De la Torre, 2015). Utilizing a community-based approach, a survey was distributed to Hispanic Head Start families; preschooler body mass index (BMI) was calculated. Keywords: child; children; community; families; food; head; health; hispanic; meals; obesity; parent; practices; start; survey; weight
• Commentary on the Special Issue on Parent Involvement/Engagement in Early Childhood Education by Henrich, Chistopher C. (2013) - The articles in this issue address several important topics in furthering our understanding of parent involvement in early childhood education: Strategies for engaging parents, cultural factors associated with parents’ involvement, and the role played by parent involvement in making an impact on child outcomes. In fact, much of what we know about parent involvement in early education comes from research generated in Head Start. Keywords: education; engagement; head; involvement; issue; parent; start
• Four Classrooms Model How Teachers Use Spanish in Head Start by Miller, Elizabeth B. (2017) - In order to accommodate these children, national Head Start mandates pertaining to DLL children stipulate that programs must: 1) support children in the acquisition of their home language and English; 2) provide comprehensive Head Start services to families in culturally appropriate and respectful ways; and 3) improve outreach and increase enrollment and quality of services to DLL children and their families (U.S. DHHS, 2008). By using Spanish to build English vocabulary and comprehension skills, it is possible the children at this local Head Start agency will be better prepared for kindergarten as language is one of the key building blocks of academic competence and particularly for DLL children. Keywords: children; head; language; spanish
• Impact of Classroom Computer Availability on Preschoolers’ Social Interactions by Janisse, Heather C.; Bhavnagri, Navaz; Li, Xiaoming; Stanton, Bonita; Johns, Sara; Butler-Barnes, Sheretta (2014) - Both the control and computer classrooms allowed for one hour of free-play in classroom learning centers and therefore provided opportunities for child interaction. On average, computer classrooms showed significantly higher levels of social interaction at the end of the school year. Keywords: affect; availability; children; classroom; computer; education; head; interactions; play; research; school; social; start; study; use; year
• Unhealthy Weight Status in Head Start Preschoolers: The Role of Hispanic Culture by Miller, M. Elizabeth (2017) - Maternal ratings of child health in child obesity, variations by mother’s race/ethnicity and nativity. Utilizing a community-based approach, a survey was distributed to Hispanic Head Start families; preschooler body mass index (BMI) was calculated. Keywords: child; head; health; obesity; start; weight
• An Analysis of Services Available to Dual Language Learners and Their Families at Head Start by Meng, Christine (2019) - In the present study, LCA was used to capture the diverse DLL services that Head Start provided to the DLL children and their families by identifying the typologies or subgroups of Head Start DLL services. For the third research goal, the effectiveness of Head Start DLL services on the DLL parents’ involvement and family-school partnership, mixed effects modeling with maximum likelihood was performed using IBM SPSS Statistics for Windows (version 22; IBM Corp., Armonk, N.Y.). Keywords: children; dll; dll children; dll services; families; family; head; head start; parents; program; services; start
• Table of Contents by Butts, C. Missy (2017) - 48 Program Enrollment Options and Teacher Self-Efficacy for Promoting Partnerships with Parents in Preschool Programs Paula Thompson, Christine Marvin, and Lisa Knoche…………..…………………………... 69 Dialog From the Field Authentic Assessment to Measure Outcomes in Creative Arts Marisa Macy, Bingbing Zhang, Yixuan Ji, and Robert Macy…………………….………..... 83 Research-to-Practice Summaries Implementing a Multi-tiered Model of Narrative Language Intervention in Headstart Preschool Classrooms Trina D. Spencer, Sarah A. Weddle, Douglas B. Peterson, John L. and John L. Adams……. …………………...………………...……………. Keywords: head; start
• Head Start and HIPPY Better Together: Examining Current Collaborations and the Outcomes for Children by Brown, Amber L. (2019) - In addition to cognitive benefits, at the end of program participation, Head Start children score better on social- emotional development, have better social skills and impulse control, and exhibit fewer problem behaviors such as aggression and hyperactivity (Aikens, Klein, Tarullo, & West, 2013; Love et. It was designed to help Head Start programs achieve outcomes that lead to positive and enduring difference for children and families. Keywords: children; collaboration; development; families; family; focus; group; head; head start; hippy; home; home visitors; learning; parents; program; school; services; site; staff; start
• Head Start and HIPPY Better Together: Examining Current Collaborations by Brown, Amber L. (2019) - While there are some studies that question the long-term benefits of Head Start, other studies have found that former Head Start children had higher attendance rated in elementary school (Connolly & Olsen, 2012); continued to have higher scores on tests of academic and executive functioning through fifth grade (Greenberg & Domitrovich, 2011); and are less likely to be held back a year by eighth grade (Phillips, Gormley, & Anderson, 2016). In addition to cognitive benefits, at the end of program participation, Head Start children score better on social-emotional development, have better social skills and impulse control, and exhibit fewer problem behaviors such as aggression and hyperactivity (Aikens et al., 2013; Love et al., 2002). Keywords: children; head; hippy; home; parents; program; start
• An Analysis of Services Available to Dual Language Learners and Their Families at Head Start by Meng, Christine (2019) - The first typology included providing the following services: providing activities and/or workshops for the parents of DLL children, providing information about adult ESL or other education resources, providing interpreters, and translating written materials. The types of DLL services examined in the present study are consistent with Head Start’s dual focus on the children and their families. Keywords: dll; head; services; start
• Current Early Educator Knowledge, Practice, and Needs Regarding Informal Assessment by Classen, Audra I.; Kang, Jean; Cheatham, Gregory A. (2020) - The mean rating score for anecdotal notes was higher (4.39, SD=0.546) than other informal assessment methods, which ranged between 2.02 (i.e., latency) and 2.69 (i.e., event/frequency). The framework was then used to design the survey instrument for the purpose of determining early educators' current: (a) use of informal assessment methods, (b) knowledge and beliefs about the effectiveness of informal assessment methods, and (c) needs for training related to using informal assessment methods. Keywords: assessment; children; data; educators; ees; head; knowledge; methods; participants; start; survey; training
• Social Support through Social Capital: A Model of a Parent Support Group for Mothers in an Urban Head Start by O'Carroll, Kelly L.; Ayoub, Catherine; Watts, Caroline; Beardslee, William R. (2013) - A possible model for parent support groups incorporates relationships, resources, and space whose interplay is managed by a group facilitator. From loosely structured groups that require little feedback from parents to highly structured groups that provide services requiring a clinically trained expert, parent support groups exist in a range of contexts, including clinical settings, community-based organizations, and schools. Keywords: children; consultant; depression; families; family; group; head; health; mothers; parent; parent support; relationships; research; resources; start; study; support; support group
• Table of Contents by Bottoms, Bryndle L. (2019) - …………………………………………………………......................... 92 Lessons Learned from Head Start and HIPPY Collaboration Amber L. Brown .…………………………………. ……………………………………….... 96 Coaching Head Start Teachers on the Use of Teaching Pyramid Model Practices in the Claswsroom Cynthia Baughan, Vivian I. Correa and Reem Muharib………………………………….…... 103 The Availability of Head Start Services to Dual Language Learners and Their Families Christine Meng…….……..………...………....………………..………………………….… 109 Keywords: head
• Parent Voices: An Investigation of the Response Process Validity of the Child Behavior Checklist with Head Start Parents by Perry, Marlo A.; Miller, Yumiko S.; Fusco, Rachel S.; Fantuzzo, John (2013) - Items parents found Offensive. Items parents found Threatening. Keywords: behavior; cbcl; child; children; head; information; items; parents; research; responses; start

• 17(3) by Baddouh, Priscila G. (2014) - 76 Classroom Computers and Social Interaction among Low-Income Preschool Children Heather C. Janisse, Navaz Bhavnagri, Xiaoming Li, Bonita Stanton, Sara Johns and Sheretta Butler-Barnes………………………………………………...................................... 83 Bilingual Teachers in Early Head Start/Head Start Jeannette Mancilla-Martinez and Nonie K. Lesaux………………………………………….. 90 Accelerating Preschoolers’ Content Vocabulary and World Knowledge: Collaboration Between Teachers and Researchers Sharolyn D. Pollard-Durodola, Jorge E. Gonzalez and Deborah C. Simmons.…...…………. The Teaching Strategies GOLD® Assessment System: Measurement Properties and Use Diane C. Burts and Do-Hong Kim…..…………………………………………………........... 122 Keywords: start
• From Research to Evidence Based Practice: An Account of the Scientific Implementation of Dialogic Buddy Reading by McIlwain, Mary Jane; Burns, M Susan; White, C Stephen (2015) - Fidelity of implementation measures included observation checklists focused on teacher facilitation and student implementation (Fuchs, Fuchs, Thompson, Otaiba, et al., 2001; Fuchs, Fuchs, Thompson, Svenson, et al., 2001; Mathes et al., 1999; Stein, Berends, Fuchs, McMaster, Sáenz, et al., 2008). The purpose of this study is to initiate the exploration of using sixth grade students to conduct daily dialogic reading with Head Start students in order to bring the benefits of DR to more children typically found at the lower end of the achievement gap. Keywords: children; dbr; english; fidelity; grade; implementation; number; pairs; practice; reading; research; start; students; vocabulary
• 19(3) by Butts, Missy (2017) - Volume 19, Number 3 2016 ISSN: 1930-9325 CONTENTS Research Articles How Spanish is Used in Head Start: Observational Evidence from Four Classrooms Elizabeth Miller…………………………………………………………………………….... 1 Scaffolding Preschoolers’ Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes Elizabeth Durst and Laurice Marie Joseph……………………...………………………..….. 27 Lessons from Training Early Head Start Staff to Implement an Evidence-Based Parenting Intervention Myae Han, Rena Hallam, Jason T. Hustedt, Jennifer A. Vu, and Juana Gaviria- Loaiza………. 42 Creating New Pathways for Dialog: Collaboration of Diverse Voices Annie White……………………………………....………………..………………………… 60 Research-to-Practice Summaries Four Classrooms Model How Teachers Use Spanish in Head Start Elizabeth Miller…………………………………………………………………………….... 89 Helping Preschoolers Develop Phonemic Awareness Skills Using Sound Boxes Elizabeth Durst and Laurice Marie Joseph……………………...………………………..….. 94 Studying Implementation Process Matters: Implementing an Evidence-Based- Intervention in Early Head Start Myae Han, Rena Hallam, Jason T. Hustedt, Jennifer A. Vu, and Juana Gaviria- Loaiza………. Keywords: start

• An Investigation into the Curricula (and Quality) Used by Early Childhood Educators by Schachter, Rachel E.; Piasta, Shayne; Justice, Laura (2020) - Y Y N N 1-2-3 Learn Curriculum 1 0.20% Y Y Y N LL, BM, SSk, GM, CA N N N N Happily Ever After for Prekindergarten - The 1 0.20% Y Y N LL Y Y N N 34 SCHACHTER ET AL. Thus, external policy frameworks are playing a larger role in the uptake and implementation of early childhood curriculum. Keywords: childhood; children; content; curricula; early; education; educators; features; hs n; learning; n n; quality; research; state; use; y n; y y
• Implementing Systematic Informal Assessment in Early Education Settings by Classen, Audra I.; Cheatham, Gregory A.; Kang, Jean (2020) - Keywords: informal assessment methods; Head Start; early education Both early childhood (EC) and early childhood special education (ECSE) fields advocate for high quality early education (Catalina & Meyer, 2015; Coppel & Bredekamp, 2009; NAEYC & NAECS/SDE, 2003) that includes informal and formal assessment. Training Needs Identified by Early Educators Early educators reported that the largest barrier to using informal assessment methods was limited training (n=64, 56.1%). Keywords: assessment; childhood; children; education; educators; methods; sias
• Predictors of Parent-Teacher Relationship Quality in Head Start Classrooms by Torres-Rendón, Luz; Zinsser, Katherine M. (2022) - We theorize that years in the education systems, combined with immigration status (Carreón et al., 2005), and family structure can negatively impact the development of comfort with classroom teachers. Specifically, important elements of the parent-teacher relationship have emerged through prior research and serve as a foundation for defining parent-teacher relationship quality: family and background knowledge, attitudes about families, and teacher practices with families (Bromer et al., 2011; Keywords: characteristics; children; classroom; education; families; family; https://www.zotero.org/google-docs/?saqnyi https://www.zotero.org/google-docs/?saqnyi; knowledge; parents; perceptions; practices; relationship; school; teacher
• A Workshop Model of Strategies for Early Childhood Educators Who Work with Emergent Bilinguals by Atiles, Julia T.; Dias, Maria Jose A.; Moore, Jaime D. (2023) - It shows how a translanguaging approach can empower children, educators, and engage families by expanding learning opportunities, and making families a resource for educators. Professional development has shown effectiveness in changing educators’ knowledge, beliefs, and instruction, which impact children directly (Cummings, 2015; Tran, 2014; Zaslow et al., 2010). Keywords: bilinguals; children; development; education; educators; english; home; knowledge; language; participants; workshop
• Early Childhood Special Education STARS: A Five-Point Model for Addressing the Teacher Shortage by Lohmann, Marla; Macy, Marisa (2024) - Action in Teacher Education, 42(3), 253–270. European Journal of Teacher Education, 40(3), 291–309. Keywords: advocacy; childhood; children; education; educators; mentoring; national; preparation; programs; support; teacher
• Preparing Teacher Candidates for Inclusive Practice: A Program Overview by Winchell, Brooke; Naomi Rahn; Kristen Linzmeier; Anne Tillett; Lori Becker; Lucinda Heimer (2024) - Course Syllabi Alignment with Division for Early Childhood (DEC) Standards As part of continual program improvement efforts, ECE program faculty updated the EI/ECSE standards used in course syllabi in 2020 when DEC published personnel preparation standards for training EI/ECSE professionals (DEC, 2020). ECE program faculty participated in national efforts to advance blended preparation and the use of the newly developed EI/ECSE standards. Keywords: childhood; children; courses; degree; early; ece; education; faculty; families; field; needs; placements; program; student; tcs; teacher; teaching
• Reimagining Preparation for Early Intervention Providers by Wiegand, Sarah; Matute-Chavarria, Monique; Hernández, Anita (2024) - Project RISE scholars will graduate with a concentration in multicultural early intervention within the existing early childhood birth to four non-licensure pathways at New Mexico State University, including courses on EI, Native American education, and multilingual/multicultural special education. Practicum and Capstone Experiences An integral component of Project RISE is the practicum placement within an EI agency, as it provides real world experiences and networking opportunities for Project RISE scholars. Keywords: childhood; early; education; families; mexico; new; practices; program; project; rise; scholars
• The Development of Program Identity in Blended Early Childhood Personnel Preparation by Harbin, Shawna; Purcell, Megan (2024) - Broadly defined, blended early childhood preparation programs grant emerging education professionals more than one teaching license and include content and philosophy from ECE, ECSE, and EI, delivered with an interdisciplinary lens (Miller & Stayton, 2006). Advancing efforts towards inclusion in early care service delivery, an overall increase in the heterogeneity of children and families served, and policy-driven increases in interdisciplinary collaboration continue to contribute to the growing diversity in early childhood programs and the need for education professionals to have a broad range of skills to support all children and families in their care (DEC & NAEYC, 2009; Miller & Stayton, 1999; Power to the Profession Task Force, 2020). Keywords: childhood; children; dec; development; ece; ecse; education; field; preparation; program; standards; teacher
• Best Blends Forever: Rethinking Inclusive Early Childhood and Special Education Teacher Preparation at One University by Meyer, Lori; Northey, Kaitlin (2024) - Mickelson and colleagues (2022) used such a perspective to closely examine the significant influences that have shaped blended early childhood teacher preparation programs over time. It is an opportunity for personal insight and growth, and your reflection will be valuable in shaping inclusive early childhood teacher preparation within your sphere of influence. Keywords: childhood; children; ece; ecse; education; faculty; preparation; programs; students; teacher
• Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting by Evans, Leanne ; Joseph, Tatiana; Bartlett, Maggie; Jozwik, Sara (2024) - Keywords: teacher education, inclusive education, critical inclusivity Introduction Over time, teacher education programs have responded to changes in the approaches to early childhood care and education by reviewing and reforming the ways pre-service teachers are prepared to center young children in their work. Wide-ranging perspectives within the early childhood field intensify this complexity for teacher education programs that prepare educators for a variety of settings (e.g., early intervention agencies, Head Start programs, childcare centers, community programs, and public and private schools). Keywords: childhood; childhood education; childhood teacher; children; development; education; education program; iecte; language; learning; program; service; teacher; teacher education; work
• Examining the Influence of Practice-Based Teacher Education Approaches on Primary Grades Teacher Candidates’ Development of Inclusive and Equity-Based Mathematics Teaching by Polly, Drew (2025) - In the course’s sec- ond synchronous session, which occurred during Week 4 of the course, TCs practiced teaching one CANDIDATES’ DEVELOPMENT OF INCLUSIVE AND EQUITY-BASED MATHEMATICS FIGURE 2 Picture of Number Path and Counters The Dialog: A Journal for Inclusive Early Childhood Professionals 13 of their word problems using the same process de- scribed in Course A. TCs attended Zoom sessions in groups of four to six where each TC taught their peers as if they were young learners. In terms of allowing students to explore problems, CANDIDATES’ DEVELOPMENT OF INCLUSIVE AND EQUITY-BASED MATHEMATICS The Dialog: A Journal for Inclusive Early Childhood Professionals 17 data only came from Course A since Course B TCs did not enact lessons in Kindergarten classrooms. Keywords: activities; course; education; inclusive; learners; mathematics; practice; problems; research; students; tcs; teacher; teaching
• Preparing Early Interventionists/Early Childhood Special Educators with Knowledge and Practices to Collaborate with Families: A Mixed-Methods Systematic Review by Chelsea, Panse; VanLone, Janet; Ziegler, Lisa; George-Puskar, Annie (2024) - 120 While these standards provide important guidance for faculty on the requisite knowledge and skills necessary for high-quality EI/ECSE preparation, research suggests that special education preparation programs experience challenges when it comes to adequately preparing preservice teachers in family collaboration (Jones et al., 2020; Kyzar et al., 2019). Special education teacher preparation and family collaboration. Keywords: childhood; children; collaboration; education; et al; families; family; knowledge; methods; practices; preservice; research; students; studies; study; teacher
• Teacher Initiated Communication: Engaging Parents Responsively in an Urban School Context by Hancock, Stephen D.; Starker, Tehia V. (2013) - While many initiatives are designed to improve parent teacher communication in urban schools, these initiatives rarely focus on the sociocultural aspect of responsive communication. As a result of a weekly letter and face to face communication parents felt welcomed to assist in the classroom. Keywords: classroom; communication; education; home; involvement; parents; research; school; teacher; urban
• Inclusive and Equitable Early Childhood Teacher Preparation Programs: Recruiting and Retaining Teacher Candidates with Disabilities by McGuire, Stacy; Sands, Michelle; Skoning, Stacey; Schafer, Madison; Berschback, Benjamin; Taylor, Arielle; Stein, Sawyer (2024) - Similarly, very little research has been conducted examining teacher dispositions for disabled teacher candidates and for teacher candidates from intersecting identities. Working from a medical model of disability positions young disabled children as problematic and ostracizes disabled teacher candidates as they see themselves in the very children spoken of by their teacher educators. Keywords: accommodations; candidates; disabilities; disability; education; educators; preparation; programs; special; students; support; teacher; teacher candidates
• Introduction to the Special Issue by Mickelson, Ann (2024) - The special issue includes six descriptions of early childhood educator preparation programs and/or program development processes. We hope it will lead to further collaboration in pursuit of providing clear guidance for contemporary programs, and that it will Mickelson 2 spur more research to develop a strong empirical foundation for our efforts as inclusive early childhood teacher educators and preparation programs. Keywords: authors; childhood; education; inclusion; preparation; program; teacher
• An Instrumental Case Study of Blended Preservice Early Childhood Preparation by Mickelson, Ann (2024) - Findings By developing analytic descriptions of each of the parameters of practice within the program as an activity system (Engeström, 1987; Engeström, & Miettinen, 1999; Yamagata-Lynch, 2010) through the lens of collaborative teacher education program dimensions (Pugach & Blanton, 2009), an analysis of the program as a system was generated. The initial impetus for the onset of blended early childhood preparation programs was to address and promote increased inclusion, yet there is a lack of empirical evidence, and little is known as to the ways in which or whether any particular model improves the preparation of teachers for inclusion (Author et al., 2022; Brownell et al., 2010). Keywords: activity; analysis; blended; candidates; childhood; children; collaborative; data; ecse; education; faculty; field; preparation; program; pugach; research; study; system; teacher; teacher education
• Fostering STEM in Early Childhood Programs: Practices of Preschool Parents with STEM Backgrounds by Keengwe, Grace (2025) - By highlighting the cultural resources and social capital of STEM parents, the study offers valuable insights for all parents. Programs that help parents understand the value of STEM ed- ucation for their child’s academic success are more likely to foster engagement in STEM activities at home (Pepper, Faulkner, & Barlow, 2017). Keywords: activities; careers; childhood; children; education; fields; interest; journal; learning; parents; practices; research; resources; role; science; stem; students
• Practice Makes Progress in Mathematics: A Research to Practice Summary by Polly, Drew (2025) - TCs did number talk activities and problem- solving activities as learners, planned their own activities, and then did practice teaching before using them with children.” Instructor: How can we use our counters to show that? • TCs cover the numbers 1, 2, 3 and 4 on the number path. Keywords: education; learners; mathematics; practice; tcs; teaching
• The Role of Education in the Parenting Practices of Black Parents of Preschoolers by Palmer, Kalani M.; Bachman, Heather J. (2014) - Parenting among black parents. Black parents face multiple challenges, similar to other minority groups. Keywords: attainment; children; education; environment; families; family; home; income; involvement; literacy; parent; parenting; practices; school
• Embracing Multicultural and Multilingual Families: Transforming Education, Empowering Communities by Flannery, Julie; Sudduth, Melissa (2025) - When families have opportunities to share their culture and traditions with their chil- dren, educators, and other families, they experience empowerment. Families are empowered by using their funds of identity to share their culture with chil- dren, families, and educators who otherwise may never have such an experience. Keywords: children; education; educators; engagement; families; family; practices; students
• Research-to-Practice Summary What do we know? Reflecting on changes in knowledge of mathematical development in preand in-service early childhood teachers by Platas, Linda (2025) - This and other prior and concurrent studies (Baroody, 2004, Foster, 2010; Grimm et al., 2010; Hooper et al., 2010; Pagani et al., 2010) illustrated the consid- erable influence of early math knowledge on later academic skills. RTP CHANGES IN KNOWLEDGE OF MATHEMATICAL DEVELOPMENT ABSTRACT This study examines whether students in early child- hood teacher education programs gained more knowledge of early math development in 2017-2018 when compared to 2008. Keywords: childhood; children; development; education; knowledge; math; mathematics; teacher
• Classroom Computers and Social Interaction among Low-Income Preschool Children by Janisse, Heather C.; Bhavnagri, Navaz; Li, Xiaoming; Stanton, Bonita; Johns, Sara; Butler-Barnes, Sheretta (2014) - On the contrary, the children in computer classrooms were more likely than children in classrooms without a computer to display socially interactive behaviors, to be verbal, and to display more affect. Results suggest that classroom computer availability may increase the interactive behavior of preschoolers. Keywords: childhood; children; classroom; computers; education; interactions; play; technology
• Black Parents of Preschoolers Educational Attainment: Implications for Parenting Practices by Palmer, Kalani M.; Bachman, Heather J. (2015) - Moreover studies of Black parents often contain samples with minimal variation in educational attainment. BLACK PARENTS OF PRESCHOOLERS EDUCATION 139 Within the home there are multiple parenting practices that support and enhance development in children (Baumrind, 1991; Brody & Flor, 1998; Bronfenbrenner & Evans, 2000; Clark, 1983; Steinberg, Dornbusch, & Brown, 1992). Keywords: attainment; children; development; education; home; literacy; parenting; parents
• Associations of Adversity to Indicators of Child Well Being in a High Quality Early Education Context by Guss, Shannon Stark; Jones-Harden, Brenda; Stein, Amanda; Yazejian, Noreen; Forestieri, Nina (2016) - Research supports the possibility that these types of risk factors may act as mechanisms through which poverty affects young children, and may more directly influence child outcomes than poverty itself (Gassman-Pines & Yoshikawa, 2006; Jones-Harden, Monahan, & Yoches, 2012). To address this gap in the literature, the current study examined the prevalence of multiple adversities, the relationship of these adversities to child outcomes, and whether the relationship between adversity and outcomes was different for children with different levels of exposure to high quality programs. Keywords: adversity; care; childhood; children; development; doi; dosage; early; education; families; family; health; language; outcomes; research; risk; school; study; time; years
• Increasing Parent-Teacher Communication in Private Preschools by Bokony, Patti; Whiteside-Mansell, Leanne; Swindle, Taren; Waliski, Angie (2013) - The measure was designed to be used during home visits with Head Start families but has been used in classroom parent teacher conferences (Bokony, McKelvery, & Swindle, 2010). As shown in Table 3, intervention teachers reported higher communication patterns with PARENT-TEACHER COMMUNICATION 57 parents at post-test in all three areas measured than comparison teachers: parents volunteering information about their child/family (Parent Communication, Mdiff = 1.04;not significant), teachers providing help to the parents (Teacher Help; t(70) = 2.13; p = 0.04, d = .51), and teachers answering parent questions (Teacher Answer; t(70) = 3.06; p = 0.003, d = .73). Keywords: care; centers; child; children; communication; comparison; development; education; families; family; intervention; parent; parenting; post; teacher; teacher communication; test; tips; training
• Digital Media and Preschoolers: Implications for Visual Spatial Development by Keefe-Cooperman, Kathleen (2016) - Parents or caregivers were asked to separately and specifically indicate their child’s ongoing average television viewing time, television programming choices, and digital device usage time to determine overall screen time as part of a structured interview protocol conducted in 2013-2014. b Digital device usage time has been collapsed into categories: 15 – 30 minutes; 30 – 45 minutes; 45 – 60 minutes. Keywords: children; device; education; hrs; media; preschoolers; screen; spatial; technology; television; time; usage
• Promoting Engagement and Involvement of Parents with Cognitive Challenges: Suggestions for Head Start Programs by Azar, Sandra T.; Miller, Elizabeth A.; Stevenson, Michael T. (2013) - As noted previously, parent involvement in HS and their children’s educational experiences requires two elements – engagement with staff and involvement in education. Many aspects of parent involvement have been explored, including “internal” involvement, which is subjective and personal (e.g., attitudes toward school personnel, educational self-confidence and self-efficacy), and external involvement, which consists of visible behaviors (e.g., classroom volunteering, contacts with school personnel, involvement in children’s activities; Becher, 1984; Slaughter, Lindsey, Nakagawa, & Kuehne, 1989). Keywords: azar; challenges; children; disabilities; education; engagement; intellectual; involvement; journal; leadership; needs; parents; pcc; programs; school; services; staff; work
• Parent Participation in Family Programs: Involvement in Literacy Interactions, Adult and Child Instruction, and Assessment by Parecki, Andrea D.; Gear, Sabra B. (2013) - Since early literacy starts in the home environment where parents, across cultural, ethnic, and socioeconomic backgrounds, want their children to learn successfully, family literacy programs that enhance parent-child interactions can directly assist many parents in supporting their children to become proficient readers. Consequently, this article addresses variables within two inter-related family literacy components — parent participation in family literacy programs and parent-child interactive literacy activities (ILA), specifically interactive reading —and ways to assess these variables, providing data that program staff can use to inform improvements. Keywords: children; debruin; development; education; family; family literacy; language; literacy; literacy programs; parecki; parent; programs; reading; skills; strategies
• Program Enrollment Options and Teacher Self-Efficacy for Promoting Partnerships with Parents in Preschool Programs by Thompson, Paula; Marvin, Christine; Knoche, Lisa (2017) - The teachers’ high confidence levels after one year working with a fewer number of families suggests that single session classrooms provide teachers the time needed for possibly more frequent and/or longer interactions with parents at drop-off, pick up times or parent teacher conferences and home visits. Finally, the consequence of a delayed sense of teacher efficacy requires further evaluation. Keywords: children; class; day; education; efficacy; families; number; parent; relationships; sessions; teacher; year
• Fathers’ absence as a mediator of teacher’s gender effect on self-concept in young African-American males by Shears, Jeff; Miller, Carolyn T; McGee, Marcus; Farinde, Abiola A; Lewis, Chance W (2013) - Early schooling and academic achievement of African American males. Overrepresentation of African American students in exclusionary discipline. Keywords: african; classes; concept; development; education; male; school; self; students; teacher; years
• Authentic Assessment to Measure Outcomes in Creative Arts by Macy, Marisa; Zhang, Bingbing; Ji, Yixuan; Macy, Robert (2017) - The Framework states that aligning curriculum with creative art activities ensures children broadened learning experiences and magnifies positive impacts on the outcomes. Observing and documenting creative arts development in young children can be facilitated through the use of authentic assessment practices. Keywords: activity; arts; assessment; childhood; children; creativity; development; education; framework; learning; macy; play

• Let's Read this Book Again: Using Repeated Reading to Support Literal and Inferential Language Skills in Inclusive Preschool Classrooms by Mihai, Alina; Butera, Gretchen (2019) - Added value of dialogic parent– child book readings: A meta-analysis. In O. A. Barbarin & B. H. Wasik (Eds.), Handbook of child development and early education: Research to practice (pp. 303-327). Keywords: book; children; development; language; reading; skills; story; tree
• Directions for professional development: Increasing knowledge of early childhood measurement by Gokiert, Rebecca Jayne; Noble, Lisa; Baugh Littlejohns, Lori (2013) - Over the past 15 years standards have been developed to guide best practices in early childhood assessment and programming (Administration for Children and Families, 2003; AERA, APA, & NCME, 1999; NAEYC, 2003, 2009; National Association of School Psychologists (NASP), 2005; National Education Goals Panel, 1998). The elements of early childhood assessment. Keywords: assessment; childhood; children; competency; development; evaluation; knowledge; measurement; professionals; respondents; screening; survey; tools
• A brief play intervention to improve synchronous interactions and play skills in low income mother-child dyads. by Montgomery Crotwell, Rebecca; Hernandez-Reif, Maria; Curtner-Smith, Mary Liz (2013) - Parental stress has been implicated in less positive interactions between parents and children (Coyl, Roggman, & Newland, 2002; Nitz, Ketterlinus,& Brandt, 1995) and has been reported to predict parent and child behavior and dyadic interaction (Crnic, Gaze & Hoffman, 2005). Anger, child behavior, and family distress: Further evaluation of the parental anger inventory. Keywords: child; child synchrony; children; development; group; hassles; income; infant; interactions; intervention; mothers; parent; play; session; study; synchrony; use
• Enhancing Early Childhood (EC) Professionals Knowledge and Practice of Measurement by Gokiert, Rebecca Jayne; Noble, Lisa; Baugh Littlejohns, Lori (2013) - This is problematic when making decisions about the selection and use of early childhood measurement tools 144 GOKIERT ET AL. BEST PRACTICES Standards have been developed to guide best practices in early childhood assessment and programming (Administration for Children and Families, 2003; AERA, APA, & NCME, 1999; NAEYC, 2003, 2009; National Association of School Psychologists (NASP), 2005; National Education Goals Panel, 1998). Keywords: assessment; childhood; children; development; measurement; practice; tools
• Read it Once Again Instruction with Two Groups of Students by Correa, Vivian I.; Baughan, Cynthia C.; Fries, Karen M.; Thompson, Martie; Algozzine, Robert (2013) - These results suggest that Read It Once Again may be effective for improving early literacy skills of preschool children with or at risk for significant early learning problems. Early literacy development: Skill growth and relations between classroom variables for preschool children. Keywords: children; development; language; literacy; read
• Research to Practice Summary: Assessing Young Children's Emergent Literacy Skills by Gischlar, Karen Lynn (2014) - For example, all three tests included a beginning sounds task, but two measures used pictures, while the third employed auditory means to assess student skills in this area. The use of multiple methods in evaluation of student skills: A single test administration may be influenced by such variables as a child’s language abilities, distractibility, and comfort level with the examiner (Cabell, Justice, Zucker, & Kilday, 2009). Keywords: development; literacy; measures; skills; student; tests
• A Head Start on STEM: Investigating the Relationship of Teacher Knowledge and Self-Efficacy by Thompson, Paula; Dena Harshbarger; Jane Strawhecker (2025) - KEYWORDS Early STEM, self-Efficacy, Head Start, STEM instruc- tion, professional development, early childhood educator preparation, preschool Why STEM Instruction? The project provided a cohort model of instruction with four online graduate courses over a span of one year: two with a concentration on early STEM, one on improving instruction in early math, and one focused on deeper understanding of develop- mentally appropriate practices in early childhood education. Keywords: activities; childhood; children; development; educators; efficacy; instruction; learning; logs; participants; reflection; science; self; stem; stem activities; study; survey
• Utilizing Parental Homework as a Form of Parent Involvement in Early Care and Education by Kim, YaeBin; Riley, David A (2014) - Copyright © 2014, ISSN: 1930-9325 RESEARCH-TO-PRACTICE SUMMARY Utilizing Parental Homework as a Form of Parent Involvement in Early Care and Education YaeBin Kim University of Nevada Cooperative Extension David A. Riley University of Wisconsin-Madison A novel way of promoting parent involvement was tested: homework was given to preschool parents, to read to their children at home using the dialogical reading method. We suggest a hypothesis for the parent education field, that parent education programs delivered through existing relationships and settings in the parent’s life, characterized by trust and daily interactions, are more likely to be effective than interventions based on a new relationship or new setting. Keywords: child; children; development; early; involvement; parent
• Poverty is Not a Disability by Kihm, Holly S. (2014) - Child poverty in the developing world. Comparative perspectives on child poverty: A review of poverty measures. Keywords: authors; brain; childhood; children; development; poverty
• Effects of a Culturally Responsive Interactive Book-Reading Intervention on the Language Abilities of Preschool Dual Language Learners: A Pilot Study by Hammer, Carol Scheffner; Sawyer, Brook (2016) - Added value of dialogic parent–child book readings: A meta-analysis. NDW .68*** .24* .24 2 Narrative: MLU-W -- .27* .39*** 3 Book-Reading: NDW -- .37** 4 Book-Reading: MLU-W -- Child language in narrative task. Keywords: abilities; book; children; development; english; families; family; home; intervention; language; literacy; mothers; reading; research; spanish; test
• Building Meaningful Partnerships with Families to Promote Early Literacy Development: Implications for Practitioners by Friesen, Amber; Butera, Gretchen (2015) - Which way for family literacy: Intervention or empowerment?. Rethinking family literacy through a critical lens: A focus on culturally and linguistically diverse families. Keywords: children; development; families; family; literacy
• 19(2) by Baddouh, Priscila G. (2016) - 43 Effects of a Culturally Responsive Interactive Book-Reading Intervention on the Language Abilities of Preschool Dual Language Learners: A Pilot Study Carol Scheffner Hammer and Brook Sawyer ………………..……………………………… 59 Scaffolded Dialogic Reading Professional Development for Transitional Kindergarten Teachers of Dual Language Learners Carola Matera, Elvira Armas and Magaly Lavadenz………………..…….………………… 80 Research-to-Practice Summaries Addressing Adversity to Support Family and Child Well Being Shannon Guss, Brenda Jones-Harden, Amanda Stein, Noreen Yazejian, Serenity Weeden and Jennifer Ladner…………………………………………………………………………... 105 Preschooler Digital Usage and Visual Spatial Performance: Implications for the Classroom Kathleen Keefe-Cooperman…..……………………………………...………………………. Being in a High Quality Early Education Context Shannon Guss, Brenda Jones-Harden, Amanda Stein, Noreen Yazejian, and Nina Forestieri……………………………………………………………………………………... 1 Digital Media and Preschoolers: Implications for Visual Spatial Development Kathleen Keefe-Cooperman……………………………...………………………………….. 24 “The Opportunity to Get Ready”: Early Head Start Program Innovation Anita S. Charles and Mary Anne Peadoby……………………………..……………………. Keywords: development; language
• Efficiency in Assessing Emergent Literacy Skills in Students Attending Head Start by Gischlar, Karen Lynn; Shapiro, Edward S. (2013) - The final canonical correlation analysis examined the redundancy between the PALS and CIRCLE measures. Given the relationship between success in school and reading skill, Snow & Páez (2004) suggested that Head Start classrooms should be evaluated primarily from the perspective of how well they foster emergent literacy skills and language development. Keywords: administration; awareness; circle; development; early; igdi; literacy; measures; pals; reading; skills; students; tasks
• Teacher Talk during Children's Play in Head Start Preschools: Differences in Quantity, Differences in Quality by Paulick, Judy Hicks (2019) - Dickinson, Darrow, and Tinubu (2008) conducted a small study of teacher language also during FCT, focusing in particular on block-building and dramatic play. TEACHER TALK DURING CHILDREN’S PLAY 29 RESULTS Both the quantitative and the qualitative aspects of teacher language were found to be different between the classrooms that scored higher and lower on the CLASS. Keywords: children; classrooms; development; fct; interactions; language; play; preschool; research; scoring; study; talk; teacher; words
• Examining CLASS dimensions as predictors of pre-k children’s development of language, literacy, and mathematics by Curby, Timothy W.; Chavez, Catharine (2013) - Children who attend classrooms with higher quality social interactions in preschool are better equipped to cope with school tasks and are more likely to do well in school than children who attend lower quality classrooms (Peisner-Feinberg et al., 2001). A productive teacher reduces “down-time” by providing another activity for individual children when each child finishes a given activity, such as allowing children to look at books when they are done with an assignment. Keywords: children; classroom; climate; development; dimensions; outcomes; pianta; quality; school; support; teacher
• Head Start Preschoolers' Emotional Positivity and Emotion Regulation Predict their Social-Emotion Behavior, Classroom Adjustment, and Early School Success by Denham, Susanne A.; Bassett, Hideko H.; Sirotkin, Yana S.; Zinsser, Katherine (2013) - In this regard, positive emotion can be very important. It is easy to posit a feedback loop where positive emotion facilitates positive task engagement and success, which lead to further positive emotion. Keywords: adjustment; children; competence; denham; development; emotion; emotion regulation; engagement; kindergarten; ratings; school
• Prioritizing Interactions to Support Children’s Academic Achievement by Curby, Timothy W.; Chavez, Catharine (2013) - The CLASS measures one aspect of program quality – the quality of teachers’ interactions with children. The children that participated in these studies represented nearly 80% of children in the US that attended state-funded pre-k programs at the time of the studies. Keywords: children; classroom; development; pianta; pre; study

• Letter from the Editor by Bottoms, Bryndle (2020) - It has impacted how we: operate child care programs; support and educate pre/in-service early childhood professionals; conduct our early childhood research. Although systematic informal assessments should be used to inform the early educator in making instructional decisions, the findings in the study demonstrate that Head Start teachers used fewer informal assessments compared to teachers in other child care settings and that anecdotal notes and event/frequency were the most popular. Keywords: care; language
• A Qualitative Study of Maternal Perceptions of Acculturation Processes at the Onset of Child Schooling by Lara-Cinisomo, Sandraluz; Thomas, Audrey A. (2013) - From these empirical groupings, three types of maternal perspectives or approaches to child acculturation emerged. In the inter-segmented mother and child process, conversations about ethnic pride and prejudice are commonplace. Keywords: acculturation; acculturation process; child; children; english; immigrant; language; latino; mother; parent; process; processes; school; study; values
• Spanish-speaking Parents' Beliefs about Their Young Children's Learning and Language Development by Mancilla-Martinez, Jeannette; Lesaux, Nonie K. (2013) - Beliefs about children’s language learning (n = 196) Factor 1: Active Use Factor 2: Social Norms Factor 3: Sophisticated Talk Parents should ask young children to repeat new words in order to help them learn to talk (Language 1) 0.79 -0.05 -0.02 Speech is especially important because it helps young children to make friends (Language 2) 0.64 0.22 0.16 Children understand some words even before they can speak (Language 3) 0.75 -0.13 -0.06 Results of this study, using Principal Components Analysis, reveal that Spanish-speaking parents’ beliefs about the way in which young children learn and develop language vary widely. Keywords: beliefs; children; english; factor; home; home language; language; language learning; language use; learning; parents; spanish; use
• Using the Bilingual Early Language Assessment: Strengths and Limitations by Durán, Lillian K.; Innocenti, Mark S.; Robertshaw, M. Brooke (2013) - Additionally, the BELA includes items that probe language skills beyond picture naming such as repeating sounds and phrases and answering open-ended questions such as, “What do you like to do?” Dual language development and disorders: A handbook on bilingualism and second language learning. Keywords: bela; children; english; language; spanish; test
• Nurturing Home Languages to Engage and Empower Multilingual Families by Sudduth, Melissa; Julie Paul-Flannery; Kelly Hill (2025) - The parents, family members, and caregivers raising a child are not only the child’s first teachers, but also their lifelong teachers. When family members are engaged in their child’s education, EB/EM children experience positive academic and social-emotional outcomes (Sheridan et al., 2010; Sheridan et al., 2011). Keywords: child; childhood; children; classroom; educators; engagement; families; family; home; language; learning
• Early childhood literacy and language programs: Supporting involvement of DLLs and their families by Lewis, Kandia; Ginsburg-Block, Marika (2014) - Specifically, this systematic review of the literature will 1) identify the research designs and measures used to evaluate family involvement programs 2) identify the experimentally or quasi-experimentally designed studies and examine how effective the intervention programs are for promoting family involvement and child literacy and language outcomes, specifically for vocabulary and reading skills, and 3) better understand components of effective family involvement programs and specifically those designed for DLLs and their families. However, this literature provides illustrative information about potentially promising aspects of family involvement programs for DLLs. Keywords: children; dr2; effect; family; family involvement; group; home; intervention; involvement; involvement programs; language; literacy; outcomes; parents; program; reading; research; school; studies; study
• Spanish-speaking Parents' Beliefs about Their Young Children's Learning and Language Development by Mancilla-Martinez, Jeannette; Lesaux, Nonie K. (2014) - When babies, they are trying to communicate something (Language 8) 200 4.37 (0.81) 87 Children will learn to talk on their own, as long as they are spoken to (Language 9) 200 4.36 (0.87) 90 Young children should be allowed to take a turn in conversations that include adults who are not family members (Language 10) 200 3.10 (1.39) 44 SPANISH-SPEAKING PARENT’S LEARNING & LANGUAGE BELIEFS 9 Category 3 Children’s Dual Language Learning Young children who are exposed to two languages will naturally learn both well (Dual Language 1 200 4.17 (1.04) 83 If possible, families should use the school language at home with young children (Dual Language 2) 200 3.39 (1.39) 58 Adults in the family should use mostly the home language at home in talking with young children (Dual Language 3) 200 3.95 (1.16) 74 Young children can easily keep two languages separate and know which one to use in different situations (Dual Language 4) 200 3.98 (1.08) 72 Adults should avoid mixing two languages in conversation with young children (Dual Language 5) 199 3.35 (4.40) 52 Children should be corrected when they mix two languages in the same sentence (Dual Language 6) 200 3.40 (1.37) 59 Children learn the language of school from siblings and peers rather than from their parents (Dual Language 7) 200 3.58 (1.30) Beliefs about children’s language learning (n = 196) Factor 1: Active Use Factor 2: Social Norms Factor 3: Sophisticated Talk Parents should ask young children to repeat new words in order to help them learn to talk (Language 1) 0.79 -0.05 -0.02 Speech is especially important because it helps young children to make friends (Language 2) 0.64 0.22 0.16 Children understand some words even before they can speak (Language 3) 0.75 -0.13 -0.06 Keywords: beliefs; children; english; factor; home; home language; language; language learning; language use; learning; parents; spanish; use
• Spanish-speaking Parent’s Beliefs about Language by Mancilla-Martinez, Jeannette; Lesaux, Nonie K. (2014) - Although there was considerable variation in parents’ average levels of agreement with these statements, a three-factor solution was found (which explained cumulatively 50% of the total variance), as follows: dependence (this factor included items such as ‘three-year-olds are too young to help with household chores’), exploration (this factor included items such as ‘parents should let children experiment, even if they might make mistakes’), and independence (this factor included items such as ‘Parents should wait until young children ask before giving help’). Again, although there was considerable variation in parents’ average levels of agreement with these statements, a three- factor solution was found (which explained cumulatively 55% of the total variance), as follows: active language use (this factor included items such as ‘Parents should ask young children to repeat new words in order to help them learn to talk’), social norms (this factor included items such as ‘The proper titles for people (“Aunt” Sally) are more important to learn than the names of objects’), and sophisticated language use (this factor included items such as ‘If parents use “baby talk” (like “wawa” for water, or “jamies” for pajamas) their child won’t learn to speak well’). Keywords: beliefs; children; language; learning; parents
• Milieu Language Strategies for Children Learning English by Mallory, Emily; Luze, Gayle (2016) - Dialog, 18(3), Copyright © 2016, ISSN: 1930-9325 RESEARCH-TO-PRACTICE SUMMARY Milieu Language Strategies for Children Learning English Emily Mallory Gayle Luze Iowa State University This research to practice paper summarizes a study on milieu language strategies implemented by Head Start teachers during center time, a time when children could choose what learning center to be at, such as dramatic play, reading books, sand table. Given current enrollment rates, at least 30% of children in Head Start are from homes where English is not the primary language (U.S. Department of Health and Human Services, Administration for Children and Families, 2013). Keywords: children; english; language; milieu; strategies; teacher; teaching
• 19(1) by Baddouh, Priscila G. (2016) - 26 From Research to Evidence-Based Practice: An Account of the Scientific Implementation of Dialogic Buddy Reading Mary Jane McIlwain, M. Susan Burns, and C. Stephen White……………………………… 47 Research-to-Practice Summaries A Comprehensive Look at Peer Social Competence in Preschool Tracy Carter Clopet and Rebecca Bulotsky-Shearer………….………………………...…… 72 Milieu Language Strategies for Children Learning English Emily Mallory and Gayle Luze……………………………………...………………………. Volume 18, Number 3 2016 ISSN: 1930-9325 CONTENTS Research Articles Relationship between Peer Social Competence and Academic Readiness for Head Start Children: A Multi-Method, Multi-Source Measurement Approach Tracy Carter Clopet and Rebecca Bulotsky-Shearer………....……………………………… 1 Milieu Language Strategies on English Language Growth in Children Who Are English Language Learners Emily Mallory and Gayle Luze……………………………………...………………………. Keywords: language
• Development of a Culturally Responsive Book Reading Intervention for Latina Mothers and their Head Stat Children by Hammer, Carol Scheffner; Sawyer, Brook (2016) - Children who received the intervention used more vocabulary words and produced longer utterances in language samples than children who were in the control group. Keywords: book-reading; intervention; Latino; culture The importance of reading books to children is well established. Keywords: books; children; intervention; language; mothers; reading
• Spanish-speaking Preschoolers' Conceptual Vocabulary Knowledge: Towards More Comprehensive Assessment by Mancilla-Martinez, Jeannette; Mulker Greenfader, Christa; Ochoa, Wendy (2018) - Animals Vehicles Toys Food/Drink Clothing Body Parts Small Household Items % Prompted in English % Correct in English CONCEPTUAL VOCABULARY AMONG PRESCHOOLERS 41 Taken together, our results comparing patterns of receptive and expressive vocabulary performance diverge with those of others who have pointed to the possibility of expressive language delays, and particularly of Spanish expressive language delays (Gibson et al., 2012; Gross et al., 2014; Miccio et al., 2005; Oller et al., 2007a, 2007b; Swanson et al., 2008). While young Spanish-English bilinguals may exhibit a strong comfort in Spanish receptive vocabulary, the fact that they are fairly balanced between the two languages on expressive vocabulary makes them prime candidates for verbal interactions in the classroom. Keywords: bilingual; children; conceptual; english; expressive; income; knowledge; language; measures; performance; scores; spanish; standard; students; vocabulary

• Head Start Families Thoughts and Beliefs about Health, Nutrition, and Physical Activity by Byington, Teresa A.; Lindsay, Anne R.; Loesch-Griffin, Deborah; Brumett, Susi; Sigman-Grant, Madeleine (2013) - Healthy: caregivers 50% 27% Healthy: children 50% 36% Combination of healthy and unhealthy: caregivers 33% 18% Combination of healthy and unhealthy: children 33% 21% Types of snacks Fruits and vegetables (e.g., bananas, melon, broccoli) 83% 73% Grain products (e.g., crackers, bread, cereal bars) 50% 50% Milk products (e.g., yogurt, cheese, milk) 50% 36% Meats 17% 9% Reasons for eating healthy snacks Health 47% 36% Reducing and eliminating sugars and fats in diet 13% 15% Growth and development 17% 18% Energy 17% 18% Maintaining healthy weight 17% 3% Vitamins, minerals, nutrients 17% 9% Acquire a taste for new foods/healthy eating 10% 9% Reasons for eating fruits and vegetables Stay healthy 80% 54% Vitamins and minerals 36% 30% Preschooler requests to purchase foods Caregiver influenced by preschooler 53% 54% “Always” purchase preschooler request 24% 21% “Never” purchase preschooler request 13% 21% Reasons to be physically active Maintain health 50% 54% Increase family time 13% 0% Barriers for myself 6% 50% Barriers for my children 6% 22% HEAD START FAMILIES THOUGHTS AND BELIEFS 69 Almost half (47%) of intervention families and one-third (33%) of comparison families indicated they had introduced new snacks to their preschooler in the past 30 days. Intervention families mentioned that they frequently offered grapes, kiwi, and mango, whereas comparison families offered strawberries, peaches, and plums. Keywords: activity; barriers; children; comparison; eating; families; family; food; fruits; intervention; vegetables
• Influencing Head Start Families Thoughts and Beliefs about Health, Nutrition, and Physical Activity by Byington, Teresa A.; Lindsay, Anne R.; Loesch-Griffin, Deborah; Brumett, Susi; Sigman-Grant, Madeleine (2013) - Intervention families participated in an educational program focused on healthy eating and physical activity. Intervention families reported higher consumption of healthy snacks and buying fruits and vegetables based on preschooler requests. Keywords: activity; eating; families; intervention
• Falling Through the Cracks of Early Intervention and Prevention: Missed Smoking Cessation Referrals for Mothers in Early Head Start by Shenberger, Elyse; Zinsser, Katherine (2022) - This study examined demographic, smoking behavior, and treatment access metrics to predict which EHS mothers received smoking cessation referrals. To our knowledge, no specific literature cites demographic characteristics of those receiving smoking cessation referrals; thus, that was also an area of exploration in this study. Keywords: cessation; ehs; families; model; mothers; pregnancy; referrals; services; smoking; study
• Engaging Families and Addressing Adverse Childhood Experiences in Early Head Start by McKelvey, Lorraine M.; Lewis, Kanna N.; Edge, Nicole; Whiteside-Mansell, Leanne (2022) - KEY FINDINGS We found that the distribution of the ACE score for EHS children assessed through eFMI-ACE was similar to the distribution found in the previous study of families enrolled in home visiting interviewed using the pFMI-ACE. It is important for early childhood professionals to understand that behaviors that can result from early childhood trauma, like difficulties in learning and behavioral regulation, are behavioral symptoms and not intentional on the part of the child. Keywords: aces; childhood; children; experiences; families; fmi; trauma
• Involving Families in the Assessment Process by Rutland, Julie H.; Hall, Anna (2013) - As family involvement through the continuum of early childhood education is recognized as “best practice” in the field, the assessment process must not be excluded. Keywords: early childhood, family involvement, assessment Family involvement has been found to be a key element to providing what is now considered best practice in the field of early childhood education (Copple & Bredekamp, 2009; Dunst, 2002; Sandall, Hemmeter, Smith, & McLean, 2005). Keywords: assessment; child; children; families; family; information; process
• Time Management and Home-Based Parent Involvement in Head Start Families by Wallace, Heather S.; Twardosz, Sandra L. (2014) - Qualitative interviews with program staff indicated that there was a wide range of parent involvement, even among parents who remained in the program for two years. One of the broadest and most commonly cited definitions of parent involvement comes from Maccoby and Martin (1983) who used the term to describe when a someone is “committed to his or her role as a parent and to the fostering of optimal child development” (p.48). Keywords: activities; activity; children; families; family; focus; group; homework; income; involvement; management; parents; program; study; time
• Engaging Multilingual Families by Bottoms, Bryndle (2023) - This topic of serving and supporting multilingual families is relevant because of the current landscape of families across the United States. Their research team crafted a professional development workshop series for Head Start educators to directly support multilingual families. Keywords: children; families; research
• From the Guest Editor: An Introduction to the Special Issue by Bottoms , Bryndle (2025) - This Dialog Special Issue, Supporting Multilingual Chil- dren and Families in Early Childhood Spaces, invited manuscripts that addressed the strengths and needs of multilingual children and families through research, policy, preparation, or other initiatives. Indeed, I know you will find many practical and actionable steps for early childhood educators and other professionals who seek to support multilingual children and families in early childhood spaces. Keywords: children; families
• Empowering Families for STEM Success: How Parental Involvement Shapes Early Childhood Education by Keengwe, Grace (2025) - Barriers to STEM Engagement Are Real Many families face barriers to participating in STEM activities, including limited time, lack of confidence, or unfamiliarity with STEM concepts. Suggestions for Early Childhood Educators Parents with STEM resources and expertise play a vital role in shaping their children’s learn- ing. Keywords: children; families; learning; parents; stem
• Expanding Mental Health Consultation in Early Head Start: Recommendations for Supporting Home Visitors in Increasing Parental Engagement by Pittenger, Samantha; Van Dyk, Tori; Schreier, Alayna; Haikalis, Michelle; Flood, Mary Fran; Hansen, David (2015) - Mental health professionals can be instrumental in providing support and education to home visitors dealing with parental mental health concerns, although formal guidelines are generally silent on best practices for establishing and maintaining effective consultation relationships. During these sessions, home visitors, who may be referred to by a number of titles (e.g., “family advocates” or “family educators”), establish relationships with parents and support them in their parental roles of caregiver and teacher. Keywords: child; concerns; consultants; consultation; ehs; engagement; families; family; health; home; home visitors; issues; mental; program; training
• Prediction of Early Engagement and Completion of a Home Visitation Parenting Intervention for Preventing Child Maltreatment by Lefever, Jennifer B.; Bigelow, Kathryn M.; Carta, Judith J.; Borkowski, John G. (2013) - For the current study the focus was on intervention engagement; therefore a limited sample (intervention groups only) and portion of data available from the larger study was used. Predictors of intervention engagement and completion. Keywords: behaviors; child; completion; engagement; families; family; home; intervention; mothers; parenting; parents; pat; phone; programs; risk
• Participation in Early Childhood Home Visiting: The Role of Family, Ethnic, and Community Factors by Williams, Patricia; Caille, Emily (2013) - Parent involvement in family support programs: An integrated theory. However, few studies have examined their influence on family participation in literacy- focused home visiting efforts. Keywords: children; community; completion; families; family; home; latino; literacy; non; participation; program; school; support; visiting
• Lessons from Training Early Head Start Staff to Implement an Evidence-Based Parenting Intervention by Han, Myae; Hallam, Rena; Hustedt, Jason T; Vu, Jennifer A; Gaviria-Loaiza, Juana (2017) - Examples: Family sickness, sibling distraction, presence of other family members (large family), family emergency Doing two programs Definition: Challenges related to delivering both EHS program and PFR intervention. For code development, an initial coding scheme category was created based on research questions consisting of three major themes addressing different aspects of the implementation process: home visitors’ experience with PFR implementation, challenges/issues with implementation, and recommendations for sustainability. Keywords: ehs; families; home; home visitors; implementation; intervention; issues; pfr; process; program; staff; training; visitors
• She is awesome and retains information like a sponge: Parent and Child Outcomes of the Learning Connections Family Involvement Curriculum by DeBaryshe, Barbara; Kim, Ji-Keon; Davidson, Dana; Gorecki, Dana (2013) - There was a clear pattern where family participation in the home activities was associated with child language, literacy, and math skills above and beyond the predictive associations with child age, pretest skills, and classroom quality. Parents of elementary school children have also been taught to listen to their children read aloud, or to tutor their children in the use of specific reading strategies. Keywords: activities; activity; children; classroom; curriculum; families; family; home; home activities; involvement; learning; parents; project; reading; school; skills; year
• Participation in Early Childhood Home Visiting: The Role of Family, Ethnic, and Community Factors by Williams, Patricia; Caille, Emily (2013) - Implications of study findings for decreasing barriers to program completion and developing long-term associations between home visiting programs and families are considered. However, studies examining a variety of home visiting programs including Healthy Families, Parents As Teachers (PAT), and PARTICIPATION IN HOME VISITING 195 the Nurse Home Visitation Program suggest that drop-out rates for programs remain an issue of concern. Keywords: community; families; family; home; latino; program; visiting
• She is awesome and retains information like a sponge: Implications of the Learning Connections family involvement curriculum for Head Start programs by DeBaryshe, Barbara; Kim, Ji-Yeon; Davidson, Dana; Gorecki, Dana (2013) - Quantitative data included (a) home activity participation (measured as the percentage of home activities completed and returned to the teacher), (b) an annual parent satisfaction survey, (c) classroom quality on the Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2005), and (d) yearly pre- and posttest assessment of children’s academic skills in the areas of oral language (Dunn & Dunn, 1997), emergent reading (Reid, Hresko, & Hammill, 2001), alphabet knowledge and phonological awareness (Invernizzi, Sullivan, Meirer, & Swank, 2004), and emergent mathematics (CTB/McGraw-Hill, 1990). For all four academic assessments we found that when families completed a higher percentage of home activities, their children had higher posttest scores. Keywords: activities; children; curriculum; families; family; home; learning; parents
• Addressing Adversity to Support Family and Child Well Being by Guss, Shannon S.; Jones-Harden, Brenda; Yazejian, Noreen; Weeden, Serenity; Ladner, Jennifer (2016) - Further, this study found positive associations between child outcomes and dosage, defined as the number of months children were enrolled in the ECE setting. The positive association of dosage to child outcomes did not vary by number of adversities experienced, suggesting that children experiencing differing levels of adversity may similarly benefit from longer time in high quality ECE settings. Keywords: adversity; children; families; family; outcomes; risk; support
• Promoting Partnerships with Parents in Preschool Programs: Does the Number of Classroom Sessions a Day Matter? by Thompson, Paula; Marvin, Christine; Knoche, Lisa (2017) - This trend has increased the need for early childhood teachers to partner with parents in order to provide needed continuity between home and “school” to positively influence young children’s development. Teacher efficacy for promoting partnership scale: A preliminary psychometric study. Keywords: children; day; families; parent; programs; relationships; teacher

• Choosing Quality Early Childhood Curricula by Schachter, Rachel; Piasta, Shayne; Justice, Laura (2020) - Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Effects of preschool curriculum programs on school readiness (NCER 2008-2009). Keywords: childhood; children; curricula; educators; features; learning
• Screening for Adverse Childhood Experiences (ACEs) before age 3: Evidence for the Family Map Inventory by Whiteside-Mansell, Leanne; McKelvey, Lorraine ; Lewis, Kanna; Peters, Rubie (2022) - However, when the intent is to provide support or intervention on specific parenting or home environmental risk for adverse experiences and is reported by parents in face-to-face interviews with educators in child education programs, screeners like the PEARLS and Kaiser-ACE may be inconsistent with the goals of supportive collaboration. EHS programs are mandated to support parents in efforts to reduce child risks of poor development through partnership with parent in the use of educational services, supportive interventions, and referrals to community services. Keywords: ace; aces; childhood; children; efmi; experiences; mansell; mckelvey
• The Evidence Base for How and Why Infant and Early Childhood Mental Health Consultations Works by Tidus, Kaela; Davis Schoch, Anna E.; Perry, Deborah; Rabinovitz, Lauren; Horen, Neal (2022) - Expanding early childhood mental health consultation to new venues: Serving infants and young children in domestic violence and homeless shelters. Early childhood mental health consultation. Keywords: change; child; childhood; children; consultant; consultation; et al; health; health consultation; iecmhc; infant; mental; outcomes; program; relationship; research; settings; studies
• Support for the Adults and Young Children in Early Childhood Environments by Shue, Pam (2022) - SUPPORT FOR THE ADULTS AND YOUNG CHILDREN IN EARLY CHILDHOOD ENVIRONMENTS Pamela L. Shue, Ed.D, Editor Appalachian State University Along with the hot summer, early childhood education has been a hot topic in many community conversations. Throughout the nation there is a teacher shortage in early childhood education. Keywords: childhood; children
• A Review of Empirical Evidence and Practical Considerations For Early Childhood Classroom Observation Scales by Sandilos, Lia E; DiPerna, James C. (2013) - This review provides information about early childhood observation scales that are currently available for use in primary classrooms, as well as some insight regarding future research needed to substantiate the use of all reviewed measures. Specifically, we systematically review six observation scales that assess various qualities and instructional practices within early childhood classrooms. Keywords: assessment; childhood; classroom; ecers; evidence; observation; quality; reliability; research; review; scales; scores; validity
• Using Parent and Teacher Authentic Assessment Results to Guide Preschool to Kindergarten Transition for Multilingual Learners by Edokhamhen, Ehichoya; Burke, Kelcie; Macy, Marisa (2025) - Equity and disparity in access to services: An outcomes-based evaluation of early intervention child find in Hawai’i. AEPS®-3 fa ily assessment of child skills (FACS). Keywords: assessment; childhood; children; et al; kindergarten; macy; transition
• From the Editors Introduction to the Special Issue by Mickelson, Ann; Lohmann, Marla (2025) - Th ird, Platas, examined whether students in early childhood teacher education programs gained more knowledge in realtion to supporting early mathematical development in the subsequent de- cade since a previous study. Th is Dialog Special Issue, Science, Technology, Enginnerring and Mathemat- ics in Early Childhood (STEM), curates a collection of fi ve research articles with corresponding reser- ach-to-practice summaries to support your work. Keywords: childhood; dialog; stem
• Early Childhood Educator Self-Efficacy for Implementing Early Stem childhood teachers by Harshbarger, Dena; Thompson, Paula; Strawhecker, Jane (2025) - The study used a multiple methods design including surveys, and self-reflection logs to explore how intentionally designed professional development impacted early childhood educators’ self-efficacy in planning and implementing early STEM activities for preschool-age children. When EC educators plan early STEM activities such as designing the strongest bridge, tallest tower, or a habitat for a particular animal, children act as engineers, designing and testing possible solutions or prototypes. Keywords: activities; childhood; children; educators; efficacy; participants; preschool; self; stem
• The Longitudinal Process of Early Parent Involvement on Student Achievement: A Path Analysis by Hayakawa, Momoko; Englund, Michelle; Warner-Richter, Mallory; Reynolds, Arthur (2013) - Early parent involvement affected sixth grade achievement through a significant indirect path leading from early parent involvement to motivation to subsequent parent involvement and then to achievement. Further highlighting the importance of early parent involvement and examining long-term outcomes of parent involvement, Miedel and Reynolds (1999) found that parent involvement during preschool and kindergarten predicted lower rates of retention and special education placement through the eighth grade. Keywords: achievement; childhood; children; cpc; grade; kindergarten; motivation; parent involvement; parents; process; school; student; student motivation

• The HIPPY early intervention program: It’s impact on school readiness and parent involvement by Brown, Amber L.; Johnson, Ursula (2014) - In comparison to other non-HIPPY parents, how involved are HIPPY parents of kindergarteners in the education of their children?, and 5) Do HIPPY children enter kindergarten “ready for school”? According to the results of paired-samples t-tests, HIPPY parents significantly increased their in-home literacy activities, contact with school personnel, and other school involvement activities. Keywords: children; hippy; home; involvement; parents; school
• Maternal Perceptions of Acculturation at the Onset of Child Schooling: Implications for Teachers by Lara-Cinisomo, Sandraluz; Thomas, Audrey A. (2013) - Keywords: acculturation, parent, child, teacher, school Latinos, who comprise 20% of children in the United States (U.S. Census, 2012), are struggling academically (Gandara & Contreras, 2009). For children of immigrant parents, the onset of schooling may also initiate the acculturation process for parent and child. Keywords: acculturation; child; english; mother; parents; school; study
• Benefits of Engaging Head Start Parents in Emotion Socialization Practices by Williams, Briana; Carlson, John (2023) - Parental emotion and emotion regulation: A critical target of study for research and intervention to promote child emotion socialization. Testing TIK (Tuning in to Kids) with TEC (Test of Emotion Comprehension): Does enhanced emotion socialization improve child emotion understanding? Keywords: children; emotion; parenting; parents; socialization
• Head Start Parents' Reports of Managing Time to Support Parent Involvement by Wallace, Heather S.; Twardosz, Sandra (2014) - Qualitative interviews with HIPPY program staff indicated a wide range of parent involvement. In such situations, programs such as Head Start can focus on alternative options for parent involvement that can be interspersed throughout the day (Montes & Giamartino, 2004). Keywords: activities; activity; children; homework; involvement; parents; time
• Teacher Initiated Communication Strategies to Engage Urban Parents by Starker, Tehia V.; Hancock, Stephen D. (2013) - To examine parent teacher communication and engagement from an urban context, sociocultural capital comes into play. TEACHER INITIATED COMMUNICATION SCALE The four previous narratives reflected parent teacher communication birthed the teacher initiated communication scale (TICS). Keywords: classroom; communication; involvement; parents; teacher; urban
• Choosing and disusing educational technology: Examining parents’ decision making about math and literacy apps for their young children by Urquart, Nicola; Wood, Eileen; Lee, Joanne; Mele, Gloria; Bruin, Avery (2025) - This difference might also influence educational app decisions, resulting in literacy apps being evaluated differently than math apps. The least endorsed feature for literacy apps was cost (7%) whereas the least endorsed feature for math apps was ads (5%). Keywords: apps; child; children; educational; features; home; journal; literacy; literacy apps; math; math apps; parents; skills; use
• Educational Apps for Young Children: Insights from Parents by Urquhart, Nicola; Wood, Eileen; Lee, Joanne; Mele, Gloria; Bruin, Avery (2025) - Understanding obstacles parents face as well as how they select instructional tools is import- ant in order to identify ways to support parents in finding high quality educational apps that have the potential to supplement education at home. KEYWORDS Educational apps, math, literacy, children, parents C an children learn from educational apps? There is also evidence that the criteria parents use to evaluate math apps is dif- ferent than the criteria used by researchers/experts (Urquhart et al., 2024). Keywords: apps; children; literacy; math; parents
• Enhancing Parent Engagement and Program Completion in a Home Visiting Parenting Intervention Through the Use of Cellular Phones by Bigelow, Kathryn M.; Lefever, Jennifer B.; Carta, Judith J.; Borkowski, John G. (2013) - Dialog, 16(1), 172-177 Copyright © 2013 ISSN: 1930-9325 RESEARCH TO PRACTICE SUMMARY Enhancing Parent Engagement and Program Completion in a Home Visiting Parenting Intervention Through the Use of Cellular Phones Kathryn M. Bigelow University of Kansas Jennifer B. Lefever University of Notre Dame Judith J. Carta University of Kansas John Borkowski University of Notre Dame We examined factors that predict parent engagement and intervention completion in a home visiting parenting intervention. We found that (1) early parent engagement predicted completion of the parenting intervention, (2) parents in the cellular phone enhanced PAT were twice as likely to complete the intervention than those in traditional PAT, and (3) the quality of parenting prior to entrance in either intervention predicted parent engagement. Keywords: engagement; home; intervention; parenting; parents; pat
• The Importance of Home-School Communication as a Tool for Engaging Latino Parents by Mendez, Julia; Westerberg, Diana; Thibeault, Alexander (2013) - Additionally, Latino parents range in characteristics previously included in conceptual models of parent involvement, such as parental role construction and parent self efficacy (Hoover-Dempsey & Sandler, 1997). In looking at what factors best predict parent involvement even when accounting for demographic and acculturation factors, parents’ ability to communicate predicted higher levels of all three types of involvement, whereas parent efficacy predicted lower levels of school involvement. IMPLICATIONS FOR PRACTICE This study provided data on a sample of Latino immigrant parents and their associated levels of parent involvement in Head Start. Keywords: children; home; involvement; parents; school
• Collaboration Opportunities through Dialogue with Diverse Voices by White, Annie (2017) - The Third Space creates a neutral place where teachers and EHS parents unite, focusing on the child at the center and celebrating growth and development. To engage with EHS parents in the school readiness process, teachers must accept that there is no one version of reality, but rather multiple realities (Barrera & Corso, 2003). Keywords: children; collaboration; discoveries; ehs; journey; parents
• The Impact of HIPPY Participation on School Readiness and Parent Involvement by Brown, Amber L.; Johnson, Ursula (2013) - IMPACT OF HIPPY SCHOOL READINESS AND PARENT INVOLVEMENT 77 Evidence of increased school readiness The first major U.S. study, funded primarily by the U.S. Department of Education, studied the outcomes of HIPPY children in two states, New York and Arkansas (Baker et al., 1999). As they began kindergarten, HIPPY children in the first cohort outperformed those in the comparison groups on objective measures of school performance and teacher ratings of their motivation and adaptation to the classroom. Keywords: children; hippy; home; involvement; kindergarten; parents; program; readiness; school; study
• Parents’ Beliefs, Attitudes and Behaviors Concerning their Young Children’s Screen Media Use by Schlembach, Sue; Johnson, Marcus Lee (2013) - Parents perceive screen media as having the potential to be educational for young children. Using a small sample of 21 parents of young children as a phenomenological case study, this paper explores parent's beliefs, attitudes, and behaviors regarding young children’s screen media use and exposure. Keywords: children; media; parents; screen; screen media; use; viewing

• The Effects of Asthma on Academic Achievement in a Sample of Former Head Start Children by Schilling, Ethan J.; Neuharth-Pritchett, Stacey; Lease, A. Michele; Getch, Yvette Q. (2013) - Mental, emotional, and social problems among school children with asthma. Most studies attempt to control for ethnicity variables when examining asthma effects on academic achievement, as few have looked beyond the role of such variables as potential markers for achievement (Liberty et al., 2010). Keywords: achievement; asthma; children; effects; family; health; reading; school; ses; students; study; variables
• Dyadic Intervention for Young Children Exposed to Interpersonal Violence by Herman-Smith, Robert; Espinosa, Rosa (2016) - Overall, their repertoire of coping and self-soothing strategies are much more limited than that of older children and adults, so younger children are more dependent on these external supports to help DYADIC INTERVENTION FOR YOUNG CHILDREN 93 them regulate stress and trauma. Until recently, there was little literature devoted to the social and emotional needs of young children exposed to interpersonal violence in the home. Keywords: children; family; health; intervention; ipv; journal; parent; research; stress; trauma; treatment; violence

• Challenges and Best Practices in BMI screening in Head Start: One Program’s Perceptions by Miller, M. Elizabeth; Nicely, Stephanie; Branscrum, Paul (2021) - At the beginning of the school year, a 60-minute mandatory, all-staff, lecture-style nutrition training was conducted by the HS nutrition manager and included nutrition information, menu/meal guidelines, and instructions on how to use the stadiometer and scale for child measurements. The National HS performance guidelines do not specify the personnel responsible for the collection of child measurements and, the individual(s) responsible for measurement collection may likely vary across programs, counties, and states (USDHHS, n.d.). Keywords: bmi; children; data; health; measurements; obesity; program; time; weight
• Effects of an Online Emotion Socialization Intervention for Parents of At-Risk Preschoolers Enrolled in Head Start During a Global Pandemic by Williams, Briana; Carlson, John (2023) - = 152.312, p < .001, indicating an improvement in parent EC scores. The role of parental emotion regulation in parent emotion socialization: Implications for intervention. Keywords: children; emotion; et al; havighurst; intervention; parent; parenting; program; scale
• The Effects of Literacy Messages in an Educational Television Program: A Content Analysis and Experiment by Moses, Annie M.; Jennings, Nancy A.; Brod, Rachel; Hooker, Stephen D.; Cordell, Brian; Sallee, Tabatha (2013) - Keywords: television, early literacy development, literacy attitudes Even in the midst of new and innovative media products, television remains a steadfast companion for young children (Rideout & Hamel, 2006). Literacy attitudes are an important element of children’s overall literacy development. Keywords: attitudes; characters; children; episodes; literacy; messages; program; reading; scores; super; television
• The Effects of Literacy Messages in an Educational Television program: A Content Analysis and Experiment by Moses, Annie M.; Jennings, Nancy A.; Brod, Rachel; Hooker, Steven D.; Cordell, Brian; Sallee, Tabatha (2014) - Keywords: television, early literacy development, literacy attitudes Even in the midst of new and innovative media products, television remains a steadfast companion for young children (Rideout & Hamel, 2006). Literacy attitudes are an important element of children’s overall literacy development. Keywords: attitudes; characters; children; episodes; literacy; messages; program; reading; scores; super; television

• Parent Engagement during Home Visits in Early Head Start and Head Start: Useful Strategies for Practitioners by Knoche, Lisa L.; Marvin, Christine A.; Sheridan, Susan M. (2015) - We coded the videos for the number of parent engagement strategies that were used by ECPs as well as the quality of parent engagement during visits, including the amount of parent-child interaction that took place during the visits. Dialog, 18(1), 95-100 Copyright © 2015, ISSN: 1930-9325 RESEARCH-TO-PRACTICE SUMMARY Parent Engagement during Home Visits in Early Head Start and Head Start: Useful Strategies for Practitioners Lisa L. Knoche Nebraska Center for Research on Children, Youth, Families and Schools; University of Nebraska-Lincoln Christine A. Marvin University of Nebraska-Lincoln Susan M. Sheridan Nebraska Center for Research on Children, Youth, Families and Schools; University of Nebraska-Lincoln This study explores strategies used by early childhood professionals (ECPs) involved in a school readiness intervention to support parent engagement in young children’s learning. Keywords: child; children; engagement; home; parent; strategies
• Studying Implementation Process Matters: Implementing an Evidence-Based-Intervention in Early Head Start by Han, Myae; Hallam, Rena; Hustedt, Jason T; Vu, Jennifer A; Gaviria-Loaiza, Juana (2017) - Second, conducting well-timed data collection while early implementation is underway can provide key information to guide further refinement in intervention implementation. The study documented seven home visitors’ early experiences and feedback with intervention implementation examining overall experiences in using the intervention, challenges and issues identified during implementation, and recommendations and suggestions for sustainability of the intervention within the EHS program. Keywords: home; implementation; intervention; pfr; process; visitors
• Improvement of Child Care Programs’ Health and Safety Policies, and Practices, and Children’s Access to Health Care, Linked to Child Care Health Consultation by Isbell, Patricia; Kotch, Jonathan; Savage, Eric; Gunn, Elizabeth; Lu, Lydia; Weber, David (2013) - Some of the reasons may have included unpredictable infectious disease 50 ISBELL ET AL. outbreaks in the community, turnover of child care children and staff (and of the CCHCs themselves in some cases), and possible recording errors. In response to this national call to action, the American Public Health Association (APHA) and the American Academy of Pediatrics (AAP), published the first edition of Caring for Our Children: National Health and Safety Performance Standards; CHILD CARE HEALTH CONSULTATION OUTCOMES 35 Guidelines for Out-Of-Home Child Care Programs (CFOC) (AAP, APHA,1992). Keywords: care; care health; cchc; child; child care; children; consultation; data; health; health consultation; home; policies; programs; safety

• How an Educational Television Program Depicts Literacy and How its Messages Affect Young Children’s Literacy Attitudes by Moses, Annie M.; Jennings, Nancy A.; Brod, Rachel; Hooker, Steven D.; Cordell, Brian; Sallee, Tabatha (2014) - episodes that contained the highest number of literacy messages or 2) a control group who did not view any of the episodes. When considering children’s media consumption, findings suggest that this program offers many positive literacy messages to young viewers. Keywords: children; literacy; messages; reading; television; viewers
• 17(2) by Nicoleau, Monique (2014) - Volume 17, Number 2 2014 ISSN: 1930-9325 CONTENTS Research Articles Efficiency in Assessing Emergent Literacy Skills in Students Attending Head Start Karen L. Gischlar, Edward S. Shapiro ……………………………………..….………….... 1 Early childhood literacy programs: Promoting involvement of Ells and their families Kandia Lewis, Marika Ginsburg-Block ……………………………...................................... 17 Father’s absence as a mediator of teacher’s gender effect on self-concept in young African-American males Jeffrey Shears, Carolyn T. Miller, Marcus McGee, Abiola A. Farinde, Chance W. Lewis….…………………………………………………………………………………….. 58 Testing Bronfenbrenner’s theory of parent-program communication: Parental homework as a form of family involvement in early care and education YaeBin Kim, David A. Riley…………………………………………………………………. 82 Influence of Self-Concept on Young African American Males Jeffrey Shears………………………………………………………………………………… 87 Utilizing Parental Homework as a form of Parent Involvement in Early Care and Education YaeBin Kim, David A. Riley………………………………....…………………………….. 90 Dialog from the Field Parents’ Beliefs, Attitudes and Behaviors Concerning their Young Children’s Screen Media Use Sue Schlembach, Marcus Lee Johnson…………. Keywords: literacy

• Five Skills to Help Improve Caregiver-Child Interaction during Play by Montgomery Crotwell, Rebecca; Hernandez-Reif, Maria; Curtner-Smith, Mary Liz (2013) - Keywords: low-income, preschool children, synchrony, play, interaction Interactional synchrony is a complex term that describes how well a caregiver and child relate and keep in time with each other when interacting face-to-face, playing together, or doing an activity. Correspondence concerning this article should be addressed to Maria Hernandez-Reif, Department of Human Development and Family Studies, University of Alabama, Box 870160, Tuscaloosa, Alabama 35487- 0160.Email: mhernandez-reif@ches.ua.edu RESEARCH-TO-PRACTICE SUMMARY Five Skills to Help Improve Caregiver-Child Interaction during Play Rebecca Montgomery Crotwell, Maria Hernandez-Reif, and Mary E. Curtner-Smith University of Alabama Interaction synchrony defines how well a parent and child relate, with lower levels of synchrony associated with poor child outcomes. Keywords: child; children; group; interaction; mothers; synchrony
• A Longitudinal Study of Behavioral Consultation in Inclusive Preschool Classrooms by Kunze, Megan; de la Cruz, Berenice (2023) - A qualified behavior consultant can decrease challenging child behavior and increase developmentally appropriate teaching strategies. More specifically, behavioral consultation includes a behavior expert mentoring a classroom teacher on strategies to decrease challenging child behavior. Keywords: behavior; child; children; classroom; consultant; consultation; directions; experience; teacher
• Maintaining Professionalism, Appropriate Distance, and Consistency in Relationships with Participants in Longitudinal Research: Guidelines for Investigators and Research Staff by Lanzi, Robin G.; Ramey, Sharon L. (2013) - The first is that research staff and study participants may see opportunities to have contact that extends beyond that necessary for conducting the study, based on their own personal histories and interests. Regardless of whether this occurs consciously or not, and regardless of whether this appears to be “just natural and socially appropriate,” when research staff introduce personal information, it can lead to shifts in how study participants view the research project and may influence participants’ future level of engagement and the types of information they provide. Keywords: child; community; contact; data; health; information; integrity; lanzi; participants; project; ramey; research; research staff; staff; study; study participants
• Behavioral Consultation in Inclusive Preschool Classrooms by Kunze, Megan; de la Cruz, Berenice (2023) - A qualified behavior consultant can decrease challenging child behavior and increase developmentally appropriate teaching strategies. More specifically, behavioral consultation, as delivered by a behavior consultant, involves a behavior expert mentoring a classroom teacher on strategies to decrease challenging child behavior using their expertise to prevent disruptive behaviors, respond to behavior escalations, and teach replacement behaviors. Keywords: behavior; child; classroom; consultant; consultation; teacher
• Authenticity of Assessment in Inclusive Spaces by Macy, Marisa (2023) - This research-to-practice article shares practical application for authentic assessment leading to high quality transitions for children and families from preschool to kindergarten. Keywords: authentic assessment, child development, early childhood education INTRODUCTION A typewriter is a tool that can be used to write comedy, a love story, or a fairy tale. Keywords: assessment; bagnato; child; children; early; macy
• Social Stories: A Positive Behavior Intervention for Typically Developing Preschoolers by McNelly, Mary E.; Smith, JaneDiane (2013) - Past research has focused on social stories as an intervention for children with disabilities. The current study extended the research to look at the effect of social stories on children who are typically developing. Keywords: behavior; child; stories
• Can Coaches Be Good Raters of Teacher-Child Interactions in Early Childhood Settings? by Jimenez, Manuela; Hamre, Bridget; LoCasale-Crouch, Jennifer (2014) - Coach ratings of teacher-child interactions may be one alternative to costly observational measures. A high-quality rater-ratee relationship could also bias ratings by leading raters to provide more accurate ratings (e.g. closer to the observers’ ratings) for those ratees with whom they have COACH RATINGS OF TEACHER-CHILD INTERACTIONS 5 higher-quality relationships. Keywords: child; child interactions; children; coaches; coaching; interactions; pianta; quality; ratings; relationship; research; study; teacher
• The Role of Physiological Regulation in Understanding the Influence of Child Abuse Potential on Children’s Behavioral Problems by Schatz-Stevens, Julie; Cockburn, Bethany; Burke Lefever, Jennifer (2015) - Finally, our utilization of a non-referred sample and a proxy measure of child abuse, versus a substantiated report, supported the conceptualization of maltreatment as a continuum of parenting behaviors and allowed us to draw our findings from a more diverse sample allowing for greater generalizability, and again provides another target for early interventions. Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect (pp.579-679). Keywords: abuse; abuse potential; child; child abuse; children; internalizing; potential; problems; regulation
• Parenting Techniques as a Mediator between Female Caregivers’ Internalizing Symptoms and Externalizing Behaviors among Preschool-aged Children by Garland, Beth H.; Barry, Tammy D.; Heffer, Robert W. (2013) - The mean T-scores for child externalizing behaviors fell within a normal range of child behavior, based on age-appropriate general norm comparisons: hyperactivity (M = 53, SD = 11.6), aggression (M = PARENT TECHNIQUES, CAREGIVER INTERNALIZING, CHILD EXTERNALIZING 157 52, SD = 11.3), attention problems (M = 53, SD = 9.9), with between 5 and 7% of children falling in the clinically significant range for each of the behaviors (T-score >70) and 16 and 21% in the at-risk range (T-score 60-69). Research-to-date (as described below) has demonstrated the relation between child behavior and both adaptive and maladaptive strategies of parenting. Keywords: aggression; attention; behavior; caregiver; child; child behavior; children; discipline; internalizing; involvement; parenting; problems; relation; study; symptoms; techniques
• The Role of Inconsistent Discipline and Parental Involvement on Female Caregivers’ Internalizing Symptoms and Externalizing Behaviors among Preschool-aged Children by Garland, Beth H.; Barry, Tammy D.; Heffer, Robert W. (2013) - In addition to parenting techniques, psychological distress of the parent has shown a direct association with child behavior problems beginning in the preschool years (Harden et al., 2000). The results of the current study support the idea that, in addition to assessing child behavior, having a baseline measure of parenting techniques or observational information regarding parenting practices could be valuable information clinically to demonstrate empirical change in a program and impact the child’s behavior. Keywords: behavior; child; children; parenting; problems; symptoms; techniques
• Child Care Health Consultation: Improving the Health and Safety of Children in Child Care by Isbell, Patricia; Kotch, Jonathan; Savage, Eric; Gunn, Elizabeth; Lu, Lydia; Weber, David (2013) - Initial efforts designed to convince state/territory administrators of the importance of this service were mainly CHILD CARE HEALTH CONSULTATION 121 based on professional judgment (Dooling & Ulione, 2000; Dunderstadt & Cohen 2004; Evers, 2002; Ulione, 1997) and advocacy (Lucarelli, 2002). However, a void continued to exist concerning evidence that child care health consultation improved child health and safety. Keywords: care; child; child care; children; consultation; health; safety

• Effects of Social Stories on the Behaviors of Typically Developing Preschoolers by McNelly, Mary E.; Smith, JaneDiane (2013) - Teacher-researcher partnerships to improve social behavior through social stories. Concurrently, the type of play children engaged in was affected by the intervention; the children who participated in this study showed increases in parallel, associative and cooperative play after the social story intervention was implemented. Keywords: behavior; children; classroom; intervention; play; stories; story; study; teacher
• Relationship between Peer Social Competence and Academic Readiness for Head Start Children: A Multi-Method, Multi-Source Measurement Approach by Carter Clopet, Tracy; Bulotsky-Shearer, Rebecca (2016) - The validity of the PIPPS was later extended to preschool children from Hispanic backgrounds (Castro, Mendez & Fantuzzo, 2002). Additionally, the association between peer social competence and gains in academic readiness skills were examined in this study to investigate the unique predictive ability of teacher report and observation measures of peer social competence for preschool children in Head Start. Keywords: children; classroom; competence; engagement; fantuzzo; interactions; learning; peer; peer play; play; preschool; readiness; research; skills; social; teacher
• A Comprehensive Look at Peer Social Competence in Preschool by Clopet, Tracy Carter; Bulotsky-Shearer, Rebecca (2016) - The pattern of associations is consistent with previous research conducted with preschool children from low-income backgrounds. Behavior problems and social skills in preschool children: Parent-teacher agreement and relations with classroom observations. Keywords: children; classroom; competence; peer; preschool

• Improving Behavioral Regulation in Preschool by Tominey, Shauna L; McClelland, Megan M. (2013) - For example, findings from one study revealed that preschool children had more difficulties demonstrating self-regulation in groups than by themselves (McCabe & Brooks-Gunn, 2007). She did not try to engage other children in her off-task behaviors and her behaviors appeared to bother other children. Keywords: behaviors; children; intervention; regulation; task
• Scaffolding Preschoolers’ Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes by Durst, Elizabeth; Joseph, Laurice Marie (2017) - Not only are there few studies that have explored the effects of sound boxes on the phonemic awareness performance of preschool children at risk of reading difficulties, there are no studies that assessed maintenance and generalization performance with this sample of young children. It is important that early childhood educators teach children phoneme awareness as it has been well established that the acquirement of phonemic awareness is highly predictive of early reading achievement (e.g., Bentin & Leshman, 1993; Byrne & Fielding-Barnsley, 1991; Hatcher, Hulme, & Ellis, 1994; Smith, Scott, Roberts, & Locke, 2008; Vellutino, Scanlon, & Lyon, 2000). Keywords: boxes; children; intervention; performance; phase; phoneme; probes; segmentation; sound; study; words

• Gentle Facilitation of Free Choice Time: Supporting Children’s Development during Authentic Play by Paulick, Judy Hicks (2019) - While it is certainly reasonable for teachers and children to need a break during a long, busy day, FCT may have the potential to support children’s learning in unique ways. Although it does not constitute a “break,” per se, the framework articulates engaged and enjoyable FCT, for both teachers and children. Keywords: children; fct; play; teacher; time

• The Implementation and Study of Dialogic Buddy Reading in a Head Start Classroom by McIlwain, Mary Jane; Burns, M. Susan; White, C. Stephen (2016) - The teachers involved in this project began to wonder how successful sixth grade students could be at facilitating DR with Head Start students. The results indicate that DBR is a feasible and sustainable, evidence based practice that can increase the oral language skills used by Head Start students. Keywords: children; dbr; reading; students; vocabulary

• Supporting Head Start Parents with a Parent Support Group by O'Carroll, Kelley L.; Ayoub, Catherine; Watts, Caroline; Beardslee, William R. (2013) - The potential of parent support groups. There has been little research into parent support groups in educational settings, and this study set out to highlight the content of and process associated with a parent support group that was part of Family Connections at one Head Start center. Keywords: children; depression; group; health; parent; resources; support
• Measuring Height and Weight in Head Start Preschoolers: Suggestions for Best Practices by Miller, M. Elizabeth; Nicely, Stephanie (2021) - This may result in differences in how height and weight measurements are conducted and who is responsible for collecting this data. While a college degree is not required to take high-quality height and weight measurements, adequate and on-going training is necessary to ensure measurements are accurate and trusted. Keywords: children; data; health; measurements; obesity; weight

• NHSA Dialog 17(1) by Baddouh, Priscila G. (2014) - Volume 17, Number 1 2014 ISSN: 1930-9325 CONTENTS Research Articles Spanish-speaking Parents' Beliefs about Their Young Children's Learning and Language Development Jeannette Mancilla-Martinez and Nonie K. Lesaux…………………………………..….…... 1 The Effects of Literacy Messages in an Educational Television program: A Content Analysis and Experiment Annie M. Moses, Nancy A. Jennings, Rachel Brod, Stephen D. Hooker, Brian Cordell and Tabatha Salee…….................................................................................................................... 20 Results of a Survey and Follow-up Interview with Head Start Staff Concerning Social Skills Instruction in Preschool Classrooms Tina L. Stanton-Chapman, Mary D. Voorhees, rebecca Berlin, Martha E. Snell, and Lindsey D. Forsten…………………………………………………………………………… 36 Knowledge of Mathematical Development Survey: Testing the Validity and Reliability of the Survey and Interpreting Its Results Linda M. Platas…………………………. 130 Head Start Parents’ Reports of Managing Time to Support Parent Involvement Heather S. Wallace and Sandra Twardosz…………………………………………………… 136 Keywords: parent
• Early Parent Involvement and School Achievement: A Longitudinal Path Analysis by Hayakawa, Momoko; Englund, Michelle; Warner-Richter, Mallory; Reynolds, Arthur (2013) - 203 EARLY PARENT INVOLVEMENT, MOTIVATION, ACHIEVEMENT 2. Continued parent involvement in school across the elementary school years is important for children’s achievement and motivation to succeed in school: Our findings also suggest that children’s achievement and motivation to achieve were positively affected by parent involvement at all stages examined in the study. Findings suggest that early parent involvement increases kindergarten achievement, which then affects student motivation in grade 1. Keywords: achievement; children; involvement; motivation; parent
• Special Issue - Parent Involvement and Engagement in Head Start by - Guest Editor, Christopher C. Henrich (2013) - 1 Supporting Family Engagement with Parents of Infants and Toddlers Leanne Whiteside-Mansell, Danya Johnson, Patti Bokony, Lorraine McKelvey, Nicola Conners-Burrow, and Taren Swindle………………………………………………………... 20 Increasing Parent-Teacher Communication in Private Preschool Settings Serving Low-Income Families Patti A. Bokony, Leanne Whiteside-Mansell, Taren Swindle, and Angie Waliski………….. 45 Examining the Role of Self Efficacy and Communication as Related to Dimensions of Latino Parent Involvement in Head Start Julia L. Mendez, Diana Westerberg, and M. Alexander Thibeault…………………….......... 65 Early Childhood Home Visiting: Participation in Literacy-Focused Programs Patricia Williams, and Emily Caille………………………………………………………..... 81 The Longitudinal Process of Early Parent Involvement on Student Achievement: A Path Analysis Momoko Hayakawa, Michelle M. Englund, Mallory N. Warner Richter, and Arthur J. Reynolds……………………….…………………………………………………………….. 103 She is awesome and retains information like a sponge: Parent and child outcomes of the Learning Connections family involvement curriculum Barbara DeBaryshe, Ji-Yeon Kim, Dana H. Davidson, Dana M. Gorecki…………….......... 127 Parenting Techniques as a Mediator between Female Caregiver’s Internalizing Symptoms and Externalizing Behaviors Among Preschool-aged Children Beth H. Garland, Tammy D. Barry, Robert W. Heffer…………………………………........ 148 (continued from previous page) 205 The Role of Inconsistent Discipline and Parental Involvement on Female Caregivers’ Internalizing Symptoms and Externalizing Behaviors among Preschool-aged Children Beth H. Garland, Tammy D. Barry, Robert W. Heffer…………………………………...... 211 Dialog from the Field Promoting Engagement and Involvement of Parents with Cognitive Challenges: Suggestions for Head Start Programs Sandra T. Azar, Elizabeth A. Miller, & Michael T. Stevenson…………………………..... 216 Parent Participation in Family Programs: Involvement in Literacy Interactions, Adult and Child Instruction, and Assessment Andrea D. Parecki & Sabra B. Gear……………………………………………………......... 236 Commentary on the Special issue on Parent Involvement/Engagement in Early Childhood Christopher C. Henrich……………………………………………………………………... 253 Keywords: involvement; parent

• Supporting Head Start Staff to Address Children’s Social Skills by Stanton-Chapman, Tina L.; Voorhees, Mary D.; Snell, Martha E. (2014) - Keywords: social skills, Head Start, social competence Social competence is a construct that includes peer interactions, emotional and behavioral control, and the use of appropriate behavior during conflict (Brown, Odom, McConnell, & Rathel, 2008). Methods described most frequently to teach social skills were similar on the survey and interview. Keywords: behavior; children; competence; skills; strategies; survey
• Helping Preschoolers Develop Phonemic Awareness Skills Using Sound Boxes by Durst, Elizabeth; Joseph, Laurice Marie (2017) - Elkonin (1973) created an activity called sound boxes that assists young children in acquiring phoneme segmentation skills with ease. Implications for using sound boxes in the classroom and at home with preschoolers at risk of not acquiring proficient literacy skills or who have identified disabilities in early language and literacy skills are as follows: a. Sound boxes consist of manipulative materials that are appealing to young children and designed to promote active student engagement in learning phonemic awareness skills. Keywords: boxes; children; skills; sound

• CONCEPTUAL VOCABULARY AMONG PRESCHOOLERS by Mancilla-Martinez, Jeannette (2018) - An examination of the extent to which children correctly responded in Spanish or resorted to English revealed that children generally demonstrated Spanish receptive vocabulary knowledge without resorting to English. One of the greatest challenges in gaining insight into this population’s vocabulary performance and development is a historical lack of reliable and valid vocabulary assessments designed for bilingual children (Bedore & Peña, 2008). Keywords: english; measures; spanish; vocabulary

• Adventures and Intervention in Early Education Spaces by Bottoms, Bryndle (2023) - In my dissertation, I was able to demonstrate an effective interrater reliability process for the teacher evaluation efforts of early childhood educators across the state of North Carolina. In conclusion, experts in the field of early childhood must remember the wonderful adventures that we get to embark on each day in our roles. Keywords: childcare; research; support

• Facilitating Transitions by Shore, Rebecca (2023) - Focusing on early literacy standards, they propose that through “sensitivity”, preschool teachers can address standards through play, identifying early developmental milestones, and consequently play learning-rich extensions that build on children’s developmental readiness. Kindergarten teachers themselves? Keywords: early; kindergarten

• Preschooler Digital Usage and Visual Spatial Performance: Implications for the Classroom by Keefe-Cooperman, Kathleen (2016) - b Digital device usage time has been collapsed into categories: 15 – 30 minutes; 30 – 45 minutes; 45 – 60 minutes. b Digital device usage time has been collapsed into categories: 15 – 30 minutes; 30 – 45 minutes; 45 – 60 minutes. Keywords: children; device; hrs; screen; time; usage

• NHSA Dialog 16(3) by Baddouh, Priscila G. (2013) - 21 Integrating Physical Activity into Preschool Classroom Academic Lessons Promotes Daily Physical Activity and Improves Literacy Stacie M. Kirk, Wendy W. Fuchs, and Erik P. Kirk………………………………………... 45 Head Start Families Throughts and Beliefs about Health, Nutrition, and Physical Activity Teresa A. Byington, Anne R. Lindsay, Deborah Loesch-Griffin, Susi Brumett, and Madeleine Sigman-Grant………………………………………………………………......... 64 Teachers’ Beliefs Count: Teacher Beliefs and Practice in Early Childhood Mathematics Education (ECME) Alyse C. Hachey…………………………………………. Keywords: beliefs

• Benefits of Prenatal Enrollment in Early Head Start on Successful Smoking Cessation by Shenberger, Elyse; Zinsser, Katherine (2022) - Hierarchical logistic regressions were run to evaluate which predictors were associated with not receiving smoking cessation referrals. In a population of low-income mothers with children enrolled in Early Head Start (EHS) we explored which demographic, smoking behavior, and treatment access characteristics were associated with being referred for smoking cessation services. Keywords: cessation; ehs; pregnancy; referrals; smoking

• Influence of Self-Concept on Young African American Males by Shears, Jeff (2014) - The educational system needs to be aware of the need on an increase in African American male teachers, and do all it can to recruit and retain this precious commodity. The results indicate that there are positive effects associated with interactions between male teachers and male students, particularly when a child is not residing with his father. Keywords: concept; male; self

• Letter from the Editor by Bottoms, Bryndle (2019) - I titled this issue “Letters, Words, Books, and Video Tape” as it moves from that most preliminary of literacy components, teaching sounds and shapes of letters, on to word usage in language development, book usage for literacy development, and ultimately the impact of video self-reflection on teacher practice in Head Start classrooms. In our opening research article, Hope Gerde and her team from Michigan State University (Lori Skibbe, Megan Goetsch, and Sarah Douglas) share with us how 48 Head Start teachers teach preschool children about letter knowledge while also exploring the influence of teachers’ beliefs and practices on teaching and learning. Keywords: children; practice; research

• Intervention Implications: The Links among Early Risk for Abuse, Children’s Regulation, and Behavioral Problems by Schatz-Stevens, Julie; Cockburn, Bethany; Burke Lefever, Jennifer (2015) - Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect (pp.579-679). Screening for prenatal child abuse potential and providing intervention supports offers an important opportunity to prevent child maltreatment and its developmental repercussions. Keywords: abuse; children; maltreatment; potential; problems; regulation

• Creating Inclusive Multilingual Spaces: A Literature-Based Framework for Supporting Young Emergent Bilinguals by Hamel, Erin; Barger, Bettie; Acevedo-Aquino, Maria (2025) - Literature Selection Intentional literature selection is vital when working with emergent bilingual children. In the following sections, we share insights for creating spaces and opportunities that maximize supportive linguistic experiences for emergent bilingual children. Keywords: children; experiences; languages; literature

• Table of Contents by Bottoms, Bryndle (2019) - “Let’s Read this Book Again!”: Using Repeated Book Reading to Support Literal and Inferential Language Skills in Inclusive Preschool Classrooms Alina Mihai and Gretchen Butera 89-98 8. Teacher Talk During Children’s Play in Head Start Preschools: Differences in Quantity, differences in Quality Judy Hicks Paulick 22-38 3. Keywords: letter

• More Changes Ahead... by Bottoms, Bryndle; Shore, Rebecca; Mickelson, Ann (2022) - Additionally, we are excited to announce that Dr. Ann Mickelson, an Assistant Professor in Special Education and Child Development at the University of North Carolina at Charlotte will be joining the editorial team. Her research focuses on interdisciplinary personnel preparation, early intervention, inclusion, and authentic partnerships with families. Keywords: dialog

• Letter from the Editor by Shore, Rebecca (2020) - (Although, like the book, delivering early childhood education in the time of Covid has certainly had its share of twists and turns!) Their work addresses the challenges faced when trying to identify a common definition of curriculum across the field of early childhood education. Keywords: children; research; shore; shue

• Healthy Children, Healthy Adults, in an Unhealthy Time by Shue, Pamela (2021) - The next article, comes out of the Oregon Research Institute and Influents Innovations, Helping Young Children Develop Emergent Language and Literacy Skills: The Roles of Curriculum, Training, and Coaching (by Gunn, Marquez, Compton, and Smolkowski) explores the need for Head Start teachers to receive more professional development so that they can better support language and literacy skills. I was recently working on a project to interview child care educators and directors via Zoom. Keywords: article; children

• Letter from the Editor by Bottoms, Bryndle L. (2019) - We have also established Dialog as a forum for high quality qualitative research that presents the subjective experiences of Head Start teachers, parents, children, and administrators. She is a passionate advocate for high quality early childhood education and has a keen appreciation for the value of developmentally appropriate and cognitively stimulating programming for young children. Keywords: editor; journal

Epilogue

For more detail, about this study carrel, see the computed home page. For more detail about study carrels in general, see the read me file.

Created: 2025-12-24