Abstract

Well-known within the United States, Early Head Start (EHS) is a multigenerational early childhood intervention program with multiple program types, including a home-visiting program and a classroom program. This program intends to assist families with pregnant people and children under three years old in a wide variety of different needs, including employment, education, and child development. Within the classroom intervention, some classrooms may be more effective at improving childhood socio-emotional development based on classroom-level factors, such as the parent-staff relationship quality, the physical classroom space, classroom structure, teacher sensitivity, and the facilitation of learning and development. The effectiveness of the classroom-style intervention regarding children’s socio-emotional development is examined using linear regression analysis with clustering at the child level and data released in October 2023 (ICPSR 28660). Independent variables include results on the Working Alliance Inventory and the Quality of Care for Infants and Toddlers, whereas the dependent variable includes the Brief Infant Toddler Social Emotional Assessment. By utilizing regression analysis, potential effects across time of children’s involvement within the classroom can be considered. Implications and policy considerations are discussed.

Presenters

Stephanie Kathan
Student, Social Welfare, University of California, Los Angeles, California, United States

Details

Presentation Type

Innovation Showcase

Theme

Organizational Studies

KEYWORDS

Early Head Start, Early Childhood Education, Classroom Quality, Socio-Emotional Learning

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