Early Head Start, Curriculum Intervention, and Outcome Measures

Zusatztext

The first three years of life are the most critical years for the overall development of a child. Infants and toddlers require a variety of learning experiences in a quality child care environment to thrive in the years ahead. The primary purpose of this study was to determine the effects of a literacy-focused curriculum on the cognitive and language development of children in Early Head Start (EHS). A secondary goal was to determine the effects of family and teacher characteristics on childrens cognitive and language skills development. Additionally, this study sought to determine the impact of a literacy-focused curriculum on Early Head Start teachers classroom practices. A single-group repeated-measures design along with structured interviews were used to test the hypotheses in this study. Developmental outcomes for children were directly assessed using the Early Learning Accomplishment Profile (E-LAP). Results of this study revealed that participation in a literacy focused curriculum produced positive results for EHS students. The present study also identified several maternal and teacher characteristics that predicted developmental outcomes for infants and toddlers.

Autorenportrait

Dr. Ezell received a Bachelor of Science in Social Work from the University of Mary Hardin-Baylor. A year later she began teaching in Dallas. During this time she enrolled as a graduate student at Texas A&M University-Commerce where she earned a Master of Reading degree. In May, 2013 she received her Doctor of Education in Curriculum & Instruction.

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