dr. ronald e. mcnair acknowledgements - University of St. Thomas

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UST McNair Scholars Program Research Journal from Montessori to non-Montessori classrooms successfully (Dohrmann et al., 2007). Although existing research provides helpful insights about the Montessori education, limitations do exist. Often methodological limitations, such as small sample sizes and lack of random assignment, impact the data (Dohrmann et al., 2007). The Montessori name is not trademarked; therefore, various degrees of adherence to Montessori’s method are seen throughout the world. Accounting for this variation must also be taken into consideration when evaluating Montessori schools. The Montessori method requires children to be part of the environment for three years. Variations in the amount of time children have been educated in a Montessori setting also influence research (Dohrmann et al., 2007). HELP FOR AMERICA’S LOW-INCOME CHILDREN: PROJECT HEAD START LEGACY OF THE WAR ON POVERTY: THE CREATION OF HEAD START The Head Start program provides services to prepare children for kindergarten and “to improve the conditions necessary for their success in later school and life” (Butler, Gish, & Shaul, 2004, p. 2). Head Start is a product of President Lyndon Johnson’s War on Poverty (Follari, 2007). President Johnson’s federally funded efforts to employ poor adults through the War on Poverty did not receive thorough support (Abdill, 2009). Sargent Shriver, an appointee of Johnson and influential player in the War on Poverty, suggested a program to support poor children, rather than their parents, because it would be more widely accepted (Abdill, 2009). In the 1960s children accounted for half of America’s impoverished (Zigler, Gordic, & Styfco, 2007). Thus, policy makers designed Head Start to specifically address communities of disadvantaged children despite the implementation of other early intervention preschool programs at this time (Follari, 2007). Project Head Start continues to be the “nation’s leading investment in early childhood care and education” (National Head Start Association [NHSA], 2011) and is “recognized as one of the most successful and lasting antipoverty programs in the United States” (Abdill, 2009). 30 Head Start serves a diverse population of over 900,000 children, more than 65 percent of whom are minorities (Abill, 2009; Haskins & Barnett, 2010). The U.S. Department of Health and Human Services oversees the Office of Head Start under a $7.2 billion budget (Haskins & Barnett, 2010; Office of Head Start, 2011). Head Start is structured in a way to give most control to local organizations, as they better assess how each Head Start can be most effective in their area (NHSA, 2011). Federal funding for Head Start is awarded to local grantees, which organize local Head Start programs (NHSA, 2011). The federal government provides up to 80% of yearly costs for each program while the remaining 20% must be collected through contributions or donations (NHSA, 2011). Children must meet the federal requirements and any local criteria to be eligible to enroll (Love, Banks Tarullo, Raikes, & Chazan-Cohen, 2005). The federal government requires at least ninety percent of the population of each Head Start be at or below the federal poverty line (Love et al., 2005). However, Head Start is not an entitlement for impoverished families, as many more are eligible than are enrolled (Love et al., 2005). SUPPORT FOR EARLY CHILDHOOD EDUCATION: THE EMERGENCE OF DEVELOPMENTAL RESEARCH A new awareness of the importance of a “strong start early in life” among policy makers, civil rights activists, psychologists, and sociologists in the early 1960s also sparked interest in expanding early childhood education as a means of eradicating other social problems (Follari, 2007, p. 131). Fostering a strong early start in life was especially important within low-income and high-poverty communities because of the developmental delay children in those communities often face (Follari, 2007). In 1964, Benjamin Bloom cited critical periods when the child develops most early in life (Zigler, Gordic, & Styfco, 2007). In the 1950s, new evidence in brain development research began to expose the connection between development and environmental stimuli (Follari, 2007). In 1961, Joseph McVickor Hunt declared the environment of great importance in a growing child’s cognitive development (Zigler, Gordic, & Styfco, 2007). Adequate stimuli are required for appropriate and healthy development (Follari, 2007). Situations of poverty often leave children without environments for healthy development, which creates a
Kesha Berg Public Policy Enhancing Early Childhood Education difference between low-income children and their classmates from more affluent backgrounds (Follari, 2007). Project Head Start was created with the intent of addressing the gap between children’s levels of achievement (Follari, 2007). A HOLISTIC FOCUS: HEAD START’S COMPREHENSIVE APPROACH Head Start was created to address more than children’s academic success. Project Head Start “provides comprehensive early childhood development, educational, health, nutritional, social, and other services” for enrolled children and their families (Butler et al., 2004, p. 2). Many programs today provide medical care, dental care, and mental health services to the families they serve (Abdill, 2009). In 1965, the first pilot Head Start program opened to alleviate risks of living in poverty for both enrolled children and their families (Follari, 2007). Zigler, Gordic, and Styfco discuss how the focus of Head Start has shifted over time (2007). Head Start emphasized the importance of raising IQ scores after its inception. However, raising IQ scores had not been an intended goal of the creators. The deviance from original goals became a problem, as focus on IQ disregarded many of the other intentions of Head Start. The focus of Head Start turned to children’s social competence, which proved difficult to evaluate. By the early 1990s, the program had switched focus again, this time defining its goal as school readiness. Focus on preparation for further schooling provided goals closer to those the program was intended to address. These goals included more specific guidelines, including improvements in children’s physical well-being and motor development, social and emotional development, language development, and cognitive and general knowledge. Despite these guidelines, school readiness has been complicated to assess, as measurement is difficult. However, this emphasis has proven a turning point toward focus on preparation for standardized testing (Zigler, Gordic, & Styfco, 2007). COMMON PRACTICES OF HEAD START PROGRAMS The way in which Head Start is organized allows for variation in practices between each Head Start classroom. However, the federal government does outline some general goals and specific procedures for local programs (Office of Head Start, 2011). The aim of the Head Start educational approach is holistic, as is the intent of the whole program (Follari, 2007). Physical and mental examinations are provided regularly (Follari, 2007). An emphasis on the strength of the educational aspect of the Head Start program is a goal maintained across the nation (Follari, 2007). The performance standards of the program offer suggestions for a successful practice including providing a variety of materials, offering challenging individual and group activities, concentration on building relationships, and engaging in active learning experiences (Follari, 2007). Recently, the program has seen a greater emphasis placed on development of language arts skills and less focus dedicated to social development, as had been seen in the past (Follari, 2007). Prominence is also placed on numerical skills in preparation for standardized testing (Follari, 2007). Parent involvement is critical to the Head Start program (PICA, 2011). One aim of Head Start is to establish a system in which parents are encouraged to participate (Follari, 2007). In addition to helping in the classroom, parents serve as a governing board, making decisions for local programs (Follari, 2007). Head Start programs are generally located within communities with low socioeconomic statuses (Follari, 2007). To improve quality of life, Head Start programs often give preference to parents of enrollees when paid jobs become available within the program (Follari, 2007). A majority of Head Start classrooms operate using either the High/Scope curriculum or The Creative Curriculum for Preschool (Bierman et al., 2008). Both methods are based on child centered learning with support from the teacher (Bierman et al., 2008). The High/Scope Curriculum. The High/Scope method was developed in the 1960s and is aimed at educating low-income children based on the developmental research of Jean Piaget (Follari, 2007). High/Scope utilizes both small and large group activities to build social and group problem solving skills while still focusing on each child’s individual learning and development through individualized planning (Bierman et al., 2008). Follari explains that ten critical learning areas are outlined through 58 key experiences, or learning goals (2007). Specific skills are associated with each key experience within each of the learning areas. Teachers guide 31
Page 1 and 2: DR. RONALD E. MCNAIR Ronald E. McNa
Page 3 and 4: ABSTRACT The purpose of the present
Page 5 and 6: Oluwademilade Adediran Psychology M
Page 21 and 22: ABSTRACT Early childhood education
Page 23 and 24: Kesha Berg Public Policy Enhancing
Page 31: Kesha Berg Public Policy Enhancing
Page 43 and 44: ABSTRACT Human immunodeficiency vir
Page 45 and 46: Mondraya Howard Pharmacy HIV-1 Resi
Page 47 and 48: Mondraya Howard Pharmacy HIV-1 Resi
Page 49 and 50: ABSTRACT Food waste in the United S
Page 51 and 52: Bridgette Kelly Environmental Scien
Page 63 and 64: ABSTRACT This research discusses he
Page 65 and 66: Chia Lee Public Health Health care
Page 75 and 76: Mai-Eng Lee Social Work Teachers’
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APPENDIX B INTERVIEW QUESTIONS Back
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