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Educational Outcomes After Head Start

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Educational Outcomes after Head Start
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Educational Outcomes after Head Start
Introduction
Headstart education programs are used to help the children under the age of five to foster their education at an early age. The child development and response to their environment are enhanced through the use of the head start skills. The development of children in conducting simple activities around their environment can be improved tremendously at their young age hence shaping their behavior. The program involves simple curricula activities, learning the environment and social behavior in improving the performance standards of the children.
Enrollment into the head start class for the young children helps their early social development and appropriate curriculum learning skills. The early development stages have been praised by parents and the organizations involved despite some social challenges and family backgrounds. Policy makers have faced a rough time in convincing parents of the benefits associated with the early development of the children (McCoy & Connors, 2015). The development includes the curriculum learning, opportunity to play and socialize at a tender age, cognitive development through the test of creativity and emotionally-responsive interactions with the children.
Evaluation of the advantages of the Head start program activities reveals that the program provides different children to interact at their tender age better than when grown.

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The interaction at the young age creates the bond between them hence their basic understanding of the society (Haines et.al, 2015). The program provides the activities that are comprehensive and includes the children from different backgrounds and family set up. The program also identifies the unique capability of each and every child that helps in the development of the intention to learn (McDermott, Rikoon, & Fantuzzo, 2014). Through the realization of the unique talents and goal, the children are allowed to further their education in their best-suited career and organization.
Upon other development, the head start program prepares the preschoolers for the education system without the assistance of the family members. The children introduced in the system easily adapt to the school system regarding behavior and curriculum activities (Garces, Thomas & Currie, 2000). The language and literacy skills are well developed at the stage hence resulting to competencies in social and emotional skills. Development of the social and emotional competencies results to the development of the cognition skills. However, it should be noted that beyond the provision of the head start services in the development of children, the parents should form an integral part of their development (Bitler, Hoynes & Domina, 2014). The role of parenting is recognized in the early development of children despite the confusion raised by the opposing policy makers.
The role of parenting is not entirely ignored by the introduction of the preschool head start programs. The importance of the head start programs reflects efficient results through the incorporation of the parental input in the development of children. The absence of the parenting responsibility negatively affects the development of the children psychologically (Miller, Farkas, Vandell & Duncan, 2014). It affects their early education in skills such as writing, calculations and even social skills.
According to Sabol and Chase‐Lansdale, the outcomes of the children after their head start programs in the education are dependent on the skills imparted to them during the program. A majority of the students who attain the head start education in their life have shown appealing results in the continued education in high school and college. The head starters have also been said to have better social skills and abidance to the rules and regulations stipulated in their environment (Sabol & Chase‐Lansdale, 2015). It is obvious through the early development of the life skills the children easily adapt to the laws and regulations given to them. Additionally, the pre-starters have depicted better results in the performance of their duties and responsibilities in comparison to the rest of the students.
According to McDermott et.al, despite the lengthy impact of the head start program the policy makers argue that the policy presents no effectiveness in the third grade. The results from the evaluated groups of people reveal that some of the head starters lack long lasting excellent performance in their education. The education grades tend to fade with time across kindergarten towards their third grade (McDermott, Rikoon & Fantuzzo, 2014). However, the blame for the fading education performance has been passed to the poorly performing public institutions. The public institutions are reported to provide less effective education that is relevant for the early education head starters.
Social effects associated with the application of the head starters include the negligence towards family as a result of poor economic status. The head starters associated with poor background tend to draw away from their families at their older age following their future development hence breaking the social ties between the families. The participation in the head start by different types of children has revealed varying results following the difference in the family backgrounds, economic status and races (Green et.al. 2014). Additionally, the resulting impact of the head start programs has revealed more advantages especially at the tender age against the disadvantages.
In conclusion, the difference in the social behavior and the education performance of the head starters shows the importance of the program that is meant to enhance early childhood development. Despite the reported number of fadeouts in adulthood, the head start program plays an important role in children growth and development especially for the less fortunate backgrounds and the children with disabilities. The early childhood intervention helps in the social-economic development of the society that leads to the reduction in crimes in the society. However, a lot remains to be discovered in the advanced effects of head start programs.
References
Ayoub, C. C., Bartlett, J. D., Chazan-Cohen, R., & Raikes, H. (2015). 9 Early Head Start: mentalhealth, parenting, and impacts on children. Health and Education in Early Childhood,234.
Bitler, M. P., Hoynes, H. W., & Domina, T. (2014). Experimental evidence on distributionaleffects of head start (No. w20434). National Bureau of Economic Research.
Garces, E., Thomas, D., & Currie, J. (2000). Longer term effects of Head Start (No. w8054).National Bureau of Economic Research.
Green, B. L., Ayoub, C., Bartlett, J. D., Von Ende, A., Furrer, C., Chazan-Cohen, R., … &Klevens, J. (2014). The effect of Early Head Start on child welfare system involvement:A first look at longitudinal child maltreatment outcomes. Children and Youth ServicesReview, 42, 127-135.
Haines, S. J., Summers, J. A., Turnbull, A. P., & Turnbull III, H. R. (2015). Family partnershipwith a Head Start agency: A case study of a refugee family. Dialog, 17(4), 22-49.
Hall, A. H., Toland, M. D., Grisham-Brown, J., & Graham, S. (2014). Exploring interactivewriting as an effective practice for increasing Head Start students’ alphabet knowledgeskills. Early Childhood Education Journal, 42(6), 423-430.
McCoy, D. C., Connors, M. C., Morris, P. A., Yoshikawa, H., & Friedman-Krauss, A. H. (2015).Neighborhood economic disadvantage and children’s cognitive and social-emotionaldevelopment: Exploring Head Start classroom quality as a mediating mechanism. Earlychildhood research quarterly, 32, 150-159.
McDermott, P. A., Rikoon, S. H., & Fantuzzo, J. W. (2014). Tracing children’s approaches tolearning through Head Start, kindergarten, and first grade: Different pathways to differentoutcomes. Journal of Educational Psychology, 106(1), 200.
Miller, E. B., Farkas, G., Vandell, D. L., & Duncan, G. J. (2014). Do the effects of head startvary by parental preacademic stimulation?. Child development, 85(4), 1385-1400.
Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengtheningschool readiness for Head Start children: Evaluation of a self-regulation intervention.Early Childhood Research Quarterly, 30, 20-31.
Sabol, T. J., & Chase‐Lansdale, P. L. (2015). The Influence of Low‐Income Children’sParticipation in Head Start on Their Parents’ Education and Employment. Journal ofPolicy Analysis and Management, 34(1), 136-161.

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