Thinking outside of head start: The impact of family and school risk factors on former head start graduates' cognitive and socioemotional competence in their kindergarten and first grade years

Abstract

Scope and Method of Study: The purpose of the study was to examine the relations between family and school risk factors and former Head Start children's cognitive and socioemotional competence in their kindergarten and first grade years. Participants were 88 Head Start children and their caregivers from rural, north-central Oklahoma Head Start centers. Family risk factor was the sum of eight categories: low maternal education attainment, low income, minority status, high maternal anxiety, high maternal depression, low maternal cognitive stimulation, low maternal positive feedback/emotional support, and poor parenting attitudes. School risk factor consisted of the sum of two standardized scores, ECERS and classroom transience score. Children's cognitive and socioemotional competence were measured by the PPVT-R, PBQ, Howes' Social Competence with Peers (or Teacher Checklist of Peer Relationships) at three time points: Head Start, Kindergarten, and First Grade. Correlation analyses, multiple regression analyses, and ANOVA were conducted to test hypotheses.

Findings and Conclusions: Consistent with previous findings, family risk factors successfully predicted former Head Start children's cognitive as well as socioemotional competence in their Kindergarten and First Grade years. Contrary to expectations, none of the school risk indices predicted former Head Start children's cognitive or socioemotional competence in their Kindergarten or First Grade years. The results raise questions about the way in which we understand the nature and measurement of family and school risk factors. In general, the findings of this study emphasize the need to directly target parents, families, schools, and young children in early childhood prevention and intervention programs.