Poverty and Parenting: Transforming Early Education's Legacy in the 1960s

Autor/in	Rose, Elizabeth
Titel	Poverty and Parenting: Transforming Early Education's Legacy in the 1960s
Quelle	In: History of Education Quarterly, 49 (2009) 2, S.222-234 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
DOI	10.1111/j.1748-5959.2009.00198.x
Schlagwörter	Stellungnahme; Nursery Schools; Poverty; Preschool Education; Economically Disadvantaged; Disadvantaged Youth; Federal Programs; Child Rearing; Educational Change; Child Care; Parent Role; Child Welfare; Preschool Children; Educational History; Politics of Education; Social Environment; Educational Environment; Educational Development; Parent Participation + Suchen Sie Ihr Suchwort? Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Armut; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Kindererziehung; Bildungsreform; Kinderfürsorge; Kinderbetreuung; Parental role; Elternrolle; Kindeswohl; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; History of education; Bildungsgeschichte; Educational policy; Bildungspolitik; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Elternmitwirkung
Abstract	Head Start, the federal program that provides preschool education, health, and social services for children from poor families, is one of the United States' most popular government programs. Created in 1965, it has endured as a symbol of commitment to children, serving just fewer than one million children a year in neighborhood sites across the U.S. Most accounts of Head Start's history do not start much before 1964 when Sargent Shriver, charged with directing Lyndon Johnson's antipoverty campaign, decided to focus funds on young children. Neither Shriver nor most of those he consulted in planning the new program were particularly conscious of earlier efforts to combat poverty by educating young children. Nevertheless, the program they designed carried forward important aspects of turn-of-the-twentieth-century free kindergartens and day nurseries, as well as the nursery schools sponsored by the federal government in the 1930s. Head Start shared with these earlier efforts the idea that poverty could be ameliorated by bringing poor children into a structured environment, teaching them while encouraging mothers to change their parenting and housekeeping practices. It thus drew on the persistent idea that poor children suffered from poor parenting as well as from poverty. In this article, the author discusses how Head Start transformed this earlier legacy and how Head Start programs offered poor parents a new role. In the crucible of the 1960s, the idea of empowering parents and offering them jobs mingled with older ideas about reforming and instructing them. As a result, Head Start parents in the 1960s and early 1970s became important actors in shaping the program, not simply the objects of reform. Here, the author stresses that while the charitable tradition of free kindergartens and day nurseries had treated parents largely as objects of reform, Head Start parents shaped the programs that affected their children, found opportunities for themselves, and pushed to make their voices heard in a broader public sphere. (Contains 29 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10