A school readiness program for young children from low-income families to support early and comprehensive development of children up to age 5.
The Evidence Summaries presented on this site were drawn from the best available evidence of the program’s effectiveness from this review. It does not necessarily reflect all the evidence about the program. The research was selected and assessed for inclusion on the Menu and towards the evidence rating because it met selection criteria related to the specific topic area, study design, quality assessment and the outcomes of interest.
Overview
Evidence Rating
Pathway
- Early help
Australian Study
Risk of Bias
Cost
Target Age Group
About
Head Start promotes school readiness of children and support children’s growth and development in a positive learning environment through a variety of services. These include early learning experiences, health and mental health support as well as family wellbeing. Families and children experiencing homelessness, children in the foster care system and children with disabilities and other special needs are also eligible for the services.
Head Start includes several different program types, reflecting the needs of specific populations within the community. These include Head Start, Early Head Start, American Indian and Alaska Native (AIAN) Head Start and Migrant and Seasonal Head Start (MSHS). Some programs offer home-based services that assign dedicated staff to conduct weekly visits to children in their own home and work with the parent.
Aims
- Build early learning and development
- Promote school readiness
- Foster child social skills and emotional wellbeing
- Build language and literacy learning development
- Build nurturing relationships for life-long, healthy development
- Promote positive parent-child relationships
- Improve mental health and wellbeing.
Impact
The evidence is mixed and inconclusive for reducing child maltreatment and parenting outcomes. Measures included parental warmth, incidences of physical assault, neglect and discipline.
The included study examined the effects of Head Start participation on parenting and child maltreatment when children were 5 years old, using data from a large and diverse sample of low-income families in large cities across the United States.
| Outcome domain | Outcome measured | Positive effect | No effect | Negative effect |
|---|---|---|---|---|
| System | Child protection system contact | Yes | Not found | Yes |
| Parent/caregiver | Parenting skills | Yes | Not found | Yes |
How to read the table:
When ‘Yes’ is indicated for one of the three directions of effect, this means there is evidence of ‘positive’, ‘no effect’ or ‘negative effect’. Evidence is mixed and inconclusive when ‘Yes’ is indicated for two or more directions of effect. Further information about direction of effect can be found on the Using the Menu page.
Head Start has an evidence rating of Supported+.
This means that Head Start has evidence from one randomised controlled trial (RCT) or quasi-experiment (QE) demonstrating positive, long-term impact on at least one child and family outcome.
This assessment is based on one research output of QE design. Another 3 RCTs were identified but did not count towards the evidence due to concerns with study quality. Head Start has not received a Well-supported rating as it has not yet replicated its results in another RCT or QE with a different population or setting.
| Study design | Number of research outputs included |
|---|---|
| Systematic review with meta-analysis | Not identified or included |
| Randomised controlled trial | Not identified or included |
| Quasi-experiment | 1 |
The evidence has some concerns with risk of bias.
The quality of evidence of the included QE is low and results should be interpreted with caution.
The study was conducted in the United States and does not include Aboriginal children and families.
Aboriginal knowledge and evidence is critical to recognise, document and share practices that lead to improved outcomes for Aboriginal children and families. The department is consulting with the Aboriginal community and stakeholders on how Aboriginal knowledge and evidence is defined and included on the Menu.
Location
- The QE was conducted across 23 states in the United States.
Sample characteristics
- A total of 2,807 children of single mothers were enrolled in the study (386 intervention, 2,421 control one (non-Head Start before matching) and 382 control 2 (non-Head Start after matching)).
- Participants identified as Non-Hispanic Black (49%), Hispanic (20%), Non-Hispanic White (17%) and other ethnicities (14%).
Implementation
Delivery model, mode and setting
- Head Start is delivered in-person, to the parent and child separately or together, or in a group format with other parent, children and/or families.
- Programs are delivered in a variety of settings, such as childcare centres and schools. Some programs offer home-based services that assign dedicated staff to conduct weekly visits to children in their own home and work with the parent.
Target cohort
- Parents from low-income families, including families and children experiencing homelessness
- Children up to age 5
- Children in the foster care system and children with disabilities and other special needs.
Program delivery
- Head Start programs support children’s growth and development in a positive learning environment through a variety of services, including:
- Early learning: Children’s readiness for school and beyond is fostered through individualised learning experiences, such as relationships with adults, play and planned and spontaneous instruction.
- Health: Children receive health and development screenings, nutritious meals, oral health and mental health support. Programs connect families with medical, dental, and mental health services to ensure that children are receiving the services they need.
- Family wellbeing: Parents and families are supported in achieving their own goals, such as housing stability, continued education and financial security. Programs support and strengthen parent-child relationships and engage families around children’s learning and development.
- More than 80% of children served by Head Start programs are aged 3 to 4. Infants, toddlers and pregnant women make up just under 20% of Head Start enrolment and are served through Early Head Start programs. These are available to the family until the child turns 3 and is ready to transition into Head Start or another pre-K program.
Manuals and guides
- There is a program instruction guide to support the implementation of Head Start.
Additional information
- The Office of Head Start website has more information about the Head Start program.
Staffing
- Staff qualifications vary depending on positions. At a minimum, child and family services staff should have a Child Development Associate (CDA) credential and have been trained, or have equivalent coursework,, in early childhood development with a focus on infant and toddler development.
- The Head Start Early Childhood Learning and Knowledge Centre (ECLKC) website has more information about the staff qualifications and competency requirements, both for staff who manage and oversee the program services as well as those who provide the services directly.
Training
- The Administration for Children and Families' (ACF) Office of Head Start and Office of Child Care collaborate to effectively provide training and technical assistance across early care and education programs. This joint system supports early care and education (ECE) programs and early educators in delivering quality services to children and their families across the country.
To our knowledge, Head Start is not available and has not been implemented in Australia.
Cost
In the United States, Head Start is run by organisations, local government agencies or school districts that receive 5-year renewable grants from the federal government. The program is provided to families at no cost.
References
Studies identified and included in the review
- Zhai F, Waldfogel J & Brooks-Gunn J (2013). Estimating the effects of Head Start on parenting and child maltreatment. Children and Youth Services Review, 35(7):1119-1129.
Studies identified but not counted towards the evidence rating due to study quality
- Puma, M., Bell, S., Cook, R., Heid, C., Lopez, M. (2005). Head Start Impact Study: First year findings. Washington, DC: Administration for Children and Families.
- Puma M, Bell S, Cook R, Heid C, Shapiro G, Broene P, Jenkins F, Fletcher P, Quinn L, Friedman J, Ciarico J. Head Start Impact Study. Final Report. Administration for Children & Families. 2010 Jan.
- Puma M, Bell S, Cook R, Heid C, Broene P, Jenkins F, Mashburn A, Downer J. Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012-45. Administration for Children & Families. 2012 Oct
- van der Put CE, Assink M, Gubbels J and Boekhout van Solinge NF (2018). Identifying effective components of child maltreatment interventions: A meta‑analysis. Clinical Child and Family Psychology Review, 21(2): 171-202.