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Early Head Start Annotated Bibliography

Mckelvey, L., Schiffman, R. F., Brophy‐Herb, H. E., Bocknek, E. L., Fitzgerald, H. E., Reischl, T. M., … & Cunningham Deluca, M. (2015). Examining long‐term effects of an infant mental health home‐based early head start program on family strengths and resilience. Infant mental health journal, 36(4), 353-365.

Examining long‐term effects of an infant mental health home‐based early head start program on family strengths and resilience is a report on findings for research conducted for National Early Head Start Research and Evaluation Project funded by the Administration for Children and Families (ACF) undertaken by the United States Department of Health and Human Services. It is basically a summary of the effects of Early Head Start on parents and children towards the end of a program that lasted until children were three years of age. The findings answer questions on whether it is possible to alter development trajectories to what extent, under what circumstances, for which children, and at what age. The study seeks to find out which strategies can be used in these programs to enhance developmental trajectories.

The study is a good resource for seeking an advanced approach to Early Head Start. It is one of the few studies that seek to expound on the idea and traditional programs used in Early Head Start. The authors seek to generate more impact with this program for underprivileged children and parents and derive maximum benefit. It is a very useful tool for researchers and provides meaningful insight into the topic of Early Head Start.

Paschall, K. W., & Mastergeorge, A. M. (2018). A LONGITUDINAL, PERSON‐CENTERED ANALYSIS OF EARLY HEAD START MOTHERS’PARENTING. Infant mental health journal, 39(1), 70-84.

Paschall and Mastergeorge map the stability and alteration in typologies of mothers from low-income backgrounds. The study found out that EHS involvement had a number of associations with parenting profile membership. Mothers that were involved or participating in EHS had higher chances of being supportive, and those that were not involved remained look warm and changed through profiles. However, the study raises a pertinent issue, which is that mothers who were enrolled in EHS had no discernible differences in parenting profiles if they underwent multiyear enrollment. However, the researchers did find that EHS was discouraged mothers from adopting disruptive behavior and increased supportive behavior.

Having gone through studies that question the viability of EHS, finding one that responds to this issue in a straight well-researched manner is very important for any researcher relying on external information. Although the findings should be subject to changes in EHS over time, there are findings and conclusions generated in this research that properly cover the main issue when it comes to EHS, the viability of the program. The study also acts as a guide for future research or replication in response to changes in EHS over time.

Raikes, H. H., Brooks-Gunn, J., & Love, J. M. (2013). I. Background literature review pertaining to the early head start study. Monographs of the Society for Research in Child Development, 78(1), 1-19.

In Background literature review pertaining to the early head start study, Raikes, Brooks-Gunn, and Love report on a program that evaluates 3,001 children from less privileged backgrounds with have of this population randomly receiving Early Head Start (EHS) during infancy. The monograph then analyses the impacts of these programs on families and children using experimental evaluation of their first five years. The authors present the advantages of implementing intervention programs early in the lives of children. The report also outlines findings from various analyses recording how and when intervention experiences influence the outcomes for less privileged children with the programs implemented from age birth to age five.

This monograph is very educative because it combines literature with evidence to emphasize on the importance of Early Head Start (EHS) plans to serve underprivileged infants and toddlers. The article also emphasizes the importance of EHS programs on the development of a child. The monograph relies on various sources and analyses to create a general idea of EHS programs in action and to document the outcome. Brooks-Gunn is a professor of Child Development at Colombia University. John M. Love is a senior fellow with Mathematica Policy Research and a leader in early childhood research. Helen H. Raikes is a university professor of child, youth and family studies at Nebraska-Lincoln.

References

Mckelvey, L., Schiffman, R. F., Brophy‐Herb, H. E., Bocknek, E. L., Fitzgerald, H. E., Reischl, T. M., … & Cunningham Deluca, M. (2015). Examining long‐term effects of an infant mental health home‐based early head start program on family strengths and resilience. Infant mental health journal, 36(4), 353-365.

Paschall, K. W., & Mastergeorge, A. M. (2018). A LONGITUDINAL, PERSON‐CENTERED ANALYSIS OF EARLY HEAD START MOTHERS’PARENTING. Infant mental health journal, 39(1), 70-84.

Raikes, H. H., Brooks-Gunn, J., & Love, J. M. (2013). I. Background literature review pertaining to the early head start study. Monographs of the Society for Research in Child Development, 78(1), 1-19.