Giving Young Refugee Children a Head Start

  1. Bridging Immigrants and Refugees with ECD Services: Partnership Research in the Development of an Effective Service Model. S.U.C.C.E.S.S. 33 page s . October 2009. English . http://www.richmondchildrenfirst.ca/files/7313/6125/4868/Report_-_Bridging_Immigrants_and_Refugees_with_ECD_Services.pdf

    This resource looks at at how well the community is connected to the multicultural population in ECD services; challenges to overcome for it to be accessible and acceptable; barriers to remove for the promotion of ECD services, and opportunities to enrich knowledge of the social and cultural determinants of ECD. (Description from source)

  2. Building Bridges: A Guide to Planning and Implementing Cross-Service Training. Bridging Refugee Youth and Children's Services (BRYCS) 35 page s . 2003. English . http://www.brycs.org/documents/upload/XSVCTFIN.pdf

    Outlines a training program for service providers in the specific needs of refugee families, with an emphasis on coordination of services among public child welfare agencies, refugee-servicing agencies, and refugee community associations. Developed by Bridging Refugee Youth & Children's Services (BRYCS), this guide reinforces the concept of establishing mechanisms of ongoing communication and collaboration among all service providers through cross-service training, with the ultimate goal of creating and sustaining a comprehensive continuum of care for the refugee population. The guide covers key steps in the process of cross-service training, including: (1) determining how local resettlement agencies, mutual assistance associations, public child welfare agencies, and mainstream organizations interact with one another; (2) establishing a task force to spearhead the development and implementation of cross-service training; (3) defining the focus of the training itself; (4) estimating both timelines and budget needs; (5) outlining the training agenda and preparing materials; and (6) evaluating the training program. Also contains numerous charts, worksheets, and case studies as well as a list of background reading.

  3. Building Villages to Raise Our Children: Collaboration. Kraemer, Jacqueline , page s . 1993. English . http://www.hfrp.org/family-involvement/publications-resources/building-villages-to-raise-our-children-collaboration

    This six-part guide offers practical advice for the establishment and management of a family-support program, including discussions about typical problems and the ways practitioners have chosen to resolve them. This volume, Part 1, defines collaboration and draws distinctions among different collaborative stages. Topics explored include collaborative mechanisms, planning collaborations, overcoming early pitfalls, and challenges of the process. Parts 2 and 3 list common ways to implement collaboration and discuss the planning process and planning tasks. Part 4 describes and discusses strategies to overcome some common pitfalls of the process. Part 5 raises broader questions about collaboration as a long-term strategy for the reform of the system of family-support and education services. The guide concludes with a list of resources for further reading and information. (Contains 26 references.) (GLR)

  4. Schools and Refugee-Serving Agencies: How to Start or Strengthen Collaboration. Bridging Refugee Youth and Children's Services (BRYCS) 8 page s . 2009. English . http://www.brycs.org/documents/upload/Collaboration-FAQ-2.pdf

    This tool, which is the second tool of a toolkit for schools, will focus on community collaboration among schools, refugee resettlement agencies, and ethnic community based organizations.  While refugees bring with them a host of strengths, schools may need external partners to solve challenges related to interpreter access, funding, parent involvement, programming for students with interrupted formal education, out of school time opportunities for refugee youth, and more.

  1. Early Childhood Learning & Knowledge Center (Web site). The Office of Head Start (OHS) page s . 2006. English . http://eclkc.ohs.acf.hhs.gov/hslc

    The Office of Head start (OHS) launched the Early Childhood Learning and Knowledge Center (ECLKC) in 2006 with a clear and innovative mission: to provide timely information and learning opportunities relevant to the Head Start and Early Head Start community, and to serve as a comprehensive resource for anyone involved in early childhood education. Head Start programs and parents visiting the ECLKC will find the latest information on OHS priorities, policies, and programs. The ECLKC also offers tips and promising practices on many early childcare topics including child development, education, and health. (Description from source)

  2. National Center on Cultural and Linguistic Responsiveness. National Center on Cultural and Linguistic Responsiveness page s . 2011. English . http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic

    The National Center on Cultural and Linguistic Responsiveness provides the Head Start community with research-based information, practices, and strategies to ensure optimal academic and social progress for linguistically and culturally diverse children and their families. Young children who are dual language learners (DLL) are the largest growing segment of the U.S. population; therefore, the National Center on Cultural and Linguistic Responsiveness provides culturally responsive, user-friendly materials and training for staff and families to use to promote strong language and literacy skills in children's home language and in English.

    On NCCLR's Web site you will find "Ready for Success: Supporting Dual Language Learners in Head Start and Early Head Start", a series of professional development opportunities intended to help programs support the healthy development and learning of Dual Language Learners (DLLs). Head Start staff may check this page frequently for the latest information and updates on series related activities. (Description from source)

  3. Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five. Early Childhood Learning & Knowledge Center 83 page s . 2010. English Spanish . http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/ECLKC_Bookstore/PDFs/Revisiting%20Multicultural%20Principles%20for%20Head%20Start_English.pdf

    Children and their families come to Head Start and Early Head Start rooted in a culture that gives them meaning and direction. The same statement is true of the staff and administrators who work in Head Start and Early Head Start. These principles were developed to guide Head Start/Early Head Start staff in meeting program goals and to serve as a framework for multicultural programming. (Description from source)

  1. A Multidimensional, Multilevel Examination of Mother and Father Involvement Among Culturally Diverse Head Start Families. McWayne, Christine , Campos, Rodrigo , Owsianik, Marissa 551-573 page s . 2010. English . http://www.ncbi.nlm.nih.gov/pubmed/19083372

    "In this study we examined the relationships between family demographics and level of satisfaction with school contact as possible determinants of multiple dimensions of family involvement in early childhood education. Participants included 171 urban, Head Start parents (108 mothers and 63 fathers)." Description from source

  2. Building Educational Communities of Inclusion in PreK-12 Settings Webinar. Bebic, Sandra , Medina, Jose , Warren, Rachelle . April 25, 2016. English . http://www.cal.org/resource-center/publications/building-ed-communities-of-inclusion-cal-webinar?utm_source=cal%20news%20may%202016&utm_medium=email&utm_campaign=building%20educational%20communities%20of%20inclusion%20webinar

     A webinar from Center for Applied Linguistics (CAL), examines the critical role played by cultural proficiency in successfully welcoming and orienting newcomers to their schools and communities and explores examples of approaches that increase educational access and opportunity for every student.

  3. Challenges in Accessing Early Childhood Education and Care for Children in Refugee Families in Massachusetts. Ntagengwa, Christine , Gross, Jeff 35 page s . March 2016. English . http://www.migrationpolicy.org/research/challenges-accessing-early-childhood-education-and-care-children-refugee-families

    This report examines how refugee families in Massachusetts access ECEC services for their children through the refugee resettlement system. The report also examines how working parents in refugee families navigate and make use of ECEC services and looks at the institutional and systemic challenges that refugee families face in accessing stable, high-quality ECEC options.

  4. Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness. Magnuson, Katherine A. , Waldfogel, Jane . 2005 Spring. English . http://www.eric.ed.gov/PDFS/EJ795848.pdf

    Compares the effectiveness of the main types of early childhood care and education with respect to school readiness and suggests ways to narrow racial and ethnic gaps in school readiness and achievement. Research reveals that children in center care or preschool programs tend to have higher reading and math scores than those in parental care or informal family care; however, the programs that minority children attend often are of lesser quality or less academically focused than those of their white peers. A promising approach to closing racial and ethnic gaps in school readiness involves simultaneously boosting Hispanic and black enrollment rates in center care and preschool programs beyond that of white children and improving the quality of both center care that Hispanic and black children receive and Head Start programs that they attend. Universal enrollment in higher-quality center care or preschools for low-income children could close a substantial portion of school readiness gaps, and, in particular, could narrow significantly the minority reading gaps at school entry. Since the benefits of even the best of early childhood interventions tend to fade over time, preschool programs need to be followed up with interventions for school-age children.

  5. Providing a Head Start: Improving Access to Early Childhood Education for Refugees. Morland, Lyn , Ives, Nicole , McNeely, Clea 37 page s . March 2016. English . http://www.migrationpolicy.org/research/providing-head-start-improving-access-early-childhood-education-refugees

    This report describes a mixed-methods research project that explored the collaboration between Head Start and refugee resettlement services as a strategy to increase the enrollment of newly arrived refugees' children in Early Head Start and Head Start (EHS/HS) programs.

  6. Reaching All Children? Understanding Early Care and Education Participation among Immigrant Families. Matthews, Hannah , Ewen, Danielle 32 page s . January 2006. English . http://www.clasp.org/resources-and-publications/files/0267.pdf

    "One in five children in the United States is the child of an immigrant. These children stand to benefit greatly from high-quality child care and early learning programs, yet appear less likely to participate in such programs. This paper summarizes evidence about the participation of young children of immigrants in early care and education programs as well as the demographic and socio-economic characteristics of immigrant families that likely influence participation. It then offers policy recommendations for state and local administrators of pre-kindergarten and other early care and education programs, and proposes areas for additional research. This paper is part of CLASP's Breaking Down Barriers project, which is supported by the Foundation for Child Development." - Publisher's description

  1. International Perspectives on Early Childhood Education: Lessons from My Travels. Katz, Lilian G. 9 page s . 1999 Spring. English . http://ecrp.uiuc.edu/v1n1/katz.html

    Noting that working with early childhood colleagues in other countries can be enlightening and enriching, this paper offers seven insights gained from the experience: (1) "What It Feels Like To Be a Teacher" discusses observations of student and teacher behavior and attitudes in classrooms in China, a Caribbean island, and India; (2) "Similarities across Countries" notes that teachers' roles may be more powerful determinants of their ideas, ideals, ideologies, concerns, and beliefs than are the larger political, social, and cultural contexts in which they work; (3) "Problems with Comparative Studies" discusses the difficulties inherent in comparing educational provisions and effectiveness across countries; (4) "The Spread of Ideas across Borders" discusses the influence of the British Infant School approach in the 1960s and 1970s, the influence of the innovative province-wide reform work of British Columbia, Canada, in the 1980s, and most recently the influence of the Reggio Emilia approach; (5) "Issues Unique to the U.S." explores interests that appear of concern only in the United States, such as the development of self-esteem in children; (6) "Self-criticism in the U.S." discusses one American habit: self-deprecation; and (7) "U.S. Leadership in Anti-bias and Multicultural Awareness" notes that the United States deserves a great deal of credit for leadership in addressing anti-bias and multicultural issues.

  2. Our Journey to Success: Early Education for Children in Indigenous Migrant Families. National Center on Cultural and Linguistic Responsivenes (NCCLR) 20 page s . 2015. English Spanish . http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/refugee-families/indigenous-immigrant-families.html

    Shares indigenous leaders' and families' expert advice on family and community needs and assets. The resource supports the importance of indigenous culture and language to children's achievement in school and to long-term child and family well-being.

  3. Understanding Depression across Cultures. Rasmussen, Andrew , Miller, Kenneth E. 3 page s . January 2008. English . http://psych.stanford.edu/~tsailab/PDF/Understanding%20Depression%20Across%20Cultures.pdf

    This article includes a range of materials that describe a comprehensive approach to strengthening the capacity of Early Head Start and Head Start staff in dealing with parental depression. This paper examines depression across cultures and the importance of cultural sensitivity in mental health outreach.

  4. Where We Stand on Responding to Linguistic and Cultural Diversity. National Association for the Education of Young Children page s . 2009. English . http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

    This position paper offers recommendations for working with families and young children that emphasize that early childhood programs are responsible for creating a welcoming environt that respects diversity, supports children's ties to their families and community, and promotes both second language acquisition and preservation of children's home languages and cultural identities. (Description from source)

  1. Program Preparedness Checklist Version 5: A Tool to Assist Head Start and Early Head Start Programs to Assess Their Systems and Services for Dual Language Learners and Their Families. National Center on Cultural and Linguistic Responsiveness (NCCLR) 25 page s . 2010. English . http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/ProgramPreparedn.htm

    This checklist helps Head Start and Early Head Start (EHS) programs assess whether their systems and services to meet the needs of dual language learners and their families. It is an interactive, electronic document that calculates scores and includes guidance and hyperlinked resources. (Description from source)

  2. Dual Language Learning: What Does It Take?. Early Childhood Learning & Knowledge Center (ECLKC) 59 page s . 2000. English . http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/individualization/learning%20in%20two%20languages/dlana_final_2009%5B1%5D.pdf

    Suggestions and recommendations are provided in this report to better serve culturally and linguistically diverse children and families. Head Start service providers will find this information particularly valuable as it offers an in depth look into the unique needs, challenges, and opportunities related to supporting bilingual and multilingual children. All information was pulled from a national needs assessment of Head Start programs, and its recommendations include both local and national best practices and approaches. (Description from source)

  3. Position Paper on Language and Literacy Development for Young English Language Learners (Ages 3-8). Teachers of English to Speakers of Other Languages (TESOL) 6 page s . 2001. English . http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learners/ecd/language_development/PositionPaperon.htm

    This position paper offers recommendations that program staff may use to help young dual language learners acquire English in early care environments where English is the principal language of instruction. (Description from source)

  1. Introduction to Child Care for Community-Based Organizations: A Complete Overview of the Options and Challenges To Running a Successful Program. Hutchinson, Kay , Sohl, Kay , Stoney, Louise 23 page s . 2004. English This resource may be free from your local library or purchased from the publisher.

    Provides an overview of the child care industry for community-based organizations (CBOs) seeking to address child care issues in their own communities. Child care presents a substantial challenge in low-income communities, making access to affordable, quality care particularly important. CBOs learn about (1) the many types of child care programs that exist, including in-home care, kith and kin care, family child care, nonprofit and for-profit centers, before- and after-school care, and Head Start and Early Start programs; (2) child care costs and subsidies, private grants, child care vouchers, and tax benefits; (3) the regulatory system governing child care programs and facilities; (4) models of CBO involvement, including empowering parents to be advocates for child care issues and offering referral-and-resource services to providers; and (5) aligning the goals and capacities of the CBO with community child care needs. Both opportunities and challenges exist for CBOs interested in pursuing a childcare project. Benefits include building new relationships with community members and assisting individuals in contributing to their community's economic health. Because such a project may stretch a CBO's expertise, pre-planning efforts become essential.

  2. Immigrant and Refugee Workers in the Early Childhood Field: Taking a Closer Look. Batalova, Jeanne , McHugh, Margie , Park, Maki 83 page s . April 2015. English . http://www.migrationpolicy.org/research/immigrant-and-refugee-workers-early-childhood-field-taking-closer-look

    This report offers a first-of-its-kind analysis of the ECEC workforce’s nativity, language skills, educational attainment, pay, race/ethnicity and other socio-demographic characteristics. It includes data profiles for a number of key states, including: California, Florida, Illinois, Maryland, Massachusetts, New Jersey, New York, Texas, Virginia and Washington.