Abstract
In this chapter, we leverage the nationally representative Head Start Family and Children’s Experiences Survey (FACES) to provide a US population-based description of prekindergarten and kindergarten learning experiences among an economically disadvantaged group: 4-year-old children attending Head Start. We begin by introducing Head Start as a federal initiative to support the school readiness of low-income children. We then highlight emerging evidence of benefits associated with continuity in supportive educational experiences across early schooling. After a brief overview of the FACES data, we describe structural elements (i.e., programmatic infrastructure or design elements) and process-related elements (i.e., direct interactions among individuals or between individuals and learning activities) of children’s learning experiences, focusing on areas of continuity and change across the 2 years. Findings highlight strengths of children’s Head Start and kindergarten experiences while revealing areas of discontinuity across the transition that may be targeted to bolster Head Start children’s school readiness and adjustment. These patterns also speak to the role of early education policy in promoting high-quality early learning experiences for low-income children across preschool and kindergarten years.
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Abry, T., Taylor, M., Jimenez, M., Pratt, M.E., LoCasale-Crouch, J. (2018). Continuity and Change in Low-Income Children’s Early Learning Experiences Across the School Transition: A Comparison of Head Start and Kindergarten Classrooms. In: Mashburn, A., LoCasale-Crouch, J., Pears, K. (eds) Kindergarten Transition and Readiness . Springer, Cham. https://doi.org/10.1007/978-3-319-90200-5_4
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