Head Start to Full Start: A Progression of Gains in Fulfilling Children's Preschool Needs.

Autor/in	Sandel, Lenore
Titel	Head Start to Full Start: A Progression of Gains in Fulfilling Children's Preschool Needs.
Quelle	(1991), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Childhood Needs; Cultural Differences; Disadvantaged Youth; Early Childhood Education; Early Intervention; Educational History; Educational Needs; Emergent Literacy; Kindergarten; Parent Participation; Preschool Children; Whole Language Approach + Suchen Sie Ihr Suchwort? Schulleistung; Childhood; needs; Kindheit; Bedürfnis; Kultureller Unterschied; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Frühleseunterricht; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Integrierter Sprachunterricht
Abstract	This paper examines literature on early intervention programs for disadvantaged and culturally diverse children from the 1960s to the present. The focus is on Project Head Start and its history, follow-through support programs in the primary grades, and current research on emergent literacy. The background of Project Head Start is provided, and follow-through support programs are discussed, the aims of which are to emphasize the same goals as Head Start and adjust learning experiences that reinforce the early gains. The importance of continuity between Head Start programs and primary grade experiences is emphasized. Parent involvement is described as an effective element in the development of a child's early relationships, interests, and language. Current literature on emergent literacy and the role of experience in a child's development are considered. Theoretical principles of emergent literacy curricula, activities, and objectives are stated. The correlation of the whole language approach and emergent literacy with the cumulative research on child development and learning has cogent potential for application with programs and social policy. Appended are 21 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC