ERIC Number: ED338342
Record Type: Non-Journal
Publication Date: 1991-Jun-24
Head Start to Full Start: A Progression of Gains in Fulfilling Children's Preschool Needs.
This paper examines literature on early intervention programs for disadvantaged and culturally diverse children from the 1960s to the present. The focus is on Project Head Start and its history, follow-through support programs in the primary grades, and current research on emergent literacy. The background of Project Head Start is provided, and follow-through support programs are discussed, the aims of which are to emphasize the same goals as Head Start and adjust learning experiences that reinforce the early gains. The importance of continuity between Head Start programs and primary grade experiences is emphasized. Parent involvement is described as an effective element in the development of a child's early relationships, interests, and language. Current literature on emergent literacy and the role of experience in a child's development are considered. Theoretical principles of emergent literacy curricula, activities, and objectives are stated. The correlation of the whole language approach and emergent literacy with the cumulative research on child development and learning has cogent potential for application with programs and social policy. Appended are 21 references. (GLR)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A