“Hey, What do you Need?”: How Head Start Directors Responded to COVID-19 Challenges

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
H. Callie Silver, Sarai Coba-Rodriguez
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引用次数: 0

Abstract

Since its inception in 1965, Head Start has provided low-income families with wraparound early childhood programming. Serving nearly a million children and families nationwide, Head Start’s “Whole Child” philosophy was particularly evident during COVID-19 when families faced unprecedented disruptions at home, school, and work. Utilizing qualitative interviews with 20 Head Start Directors from multiple regions in Illinois and across two different time-points, this study aims to identify the resources that Head Start programs provided for families during COVID-19, and describe the challenges they faced. Findings revealed that all Head Start centers provided families with basic need resources, while some, through community partnerships and granteerelationships, were able to secure additional funding to allocate cash awards for families in more dire need. Using technology needed for remote learning was a challenge for staff, teachers, and families, and many Directors expressed that their ability to continue meeting the needs of children with special needs during closures was less than ideal. Our findings highlight the critical role that Head Start plays for families and ways that practice can be improved in non-pandemic times.

"嘿,你需要什么?儿童启蒙教育机构主任如何应对 COVID-19 的挑战
自 1965 年成立以来,"启蒙计划 "一直为低收入家庭提供全面的幼儿计划。在为全国近 100 万名儿童和家庭提供服务的同时,"起步计划 "的 "完整儿童 "理念在 COVID-19 期间尤为明显,因为当时的家庭面临着前所未有的家庭、学校和工作干扰。本研究通过对伊利诺伊州多个地区、两个不同时间点的 20 名 "起步计划 "主任进行定性访谈,旨在确定 "起步计划 "在 COVID-19 期间为家庭提供的资源,并描述他们所面临的挑战。研究结果表明,所有的起步计划中心都为家庭提供了基本需求资源,而有些中心则通过社区伙伴关系和资助者关系,能够获得额外资金,为更需要帮助的家庭分配现金奖励。对员工、教师和家庭来说,使用远程学习所需的技术是一项挑战,许多主任表示,在中心关闭期间,他们继续满足有特殊需要儿童的需求的能力并不理想。我们的研究结果强调了 "起步计划 "对家庭所起的关键作用,以及在非流行病时期改进实践的方法。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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