PARENT, FAMILY & COMMUNITY ENGAGMENT

In reviewing the Parent and Families Stories I became enlightened to the exceptional benefits that Head Start programs provide to the children and families it serves. Of all the parent stories, there was a clear consensus attesting to the support, encouragement, empowerment received from staff and administrators of the Head Start program. Alneto Richards Keys and Melinda George spoke to the empowerment they received from the Head Start program to further their education and achieve higher educational degrees. Alneto received her Bachelor and Masters degree while working for her local Head Start program. Melinda also received her Bachelors and Masters degree while working for the Head Start program, and currently pursuing her Doctoral degree. Tess Dunlap and Stefany Robinson-Thorpe spoke to the support their received from Head Start staff, empowering them as parents and their children’s primary educators. The Head Start programs enlightened Tess to the reality that she can reinforce the programs curriculum at home with her child, essentially encouraging her that she has he ability to teach her child significant lessons to foster her growth and development. Stefany found Head Start to be a significant factor in her life as the program provided her the opportunity to reassess what she wanted to do while her child was in the care of nurturing staff.

The Parent and Families Stories provided me validation of the significance of quality early childhood staff as well as quality early childhood programs. I believe it is essential to have quality early childhood staff dedicated to supporting and empowering children and families as well as early childhood programs established to proved quality care and education for the children it serves. The Parent and Families Stories confirmed the exceptional need for these two aspects to foster healthy growth and development for children. Whether the program is Head Start or a private early childhood program, the programs mission and values should have its foundation in empowering and supporting the children and families it serves.

The Parent and Families Stories have value for early childhood professionals, the public, and policy makers. Early childhood professionals received validation for their work with children and families. The overwhelming appreciation voiced by the parents for the support received from early childhood professional validated the importance of quality early childhood professional. The public and policy makers received confirmation of Head Start’s mission and values at work. This confirmation provides the public confidence in the Head Start program in foster productive futures for the children it serves, while providing policy makers confirmation of the program’s demand for children and families of lower socioeconomic status. 

QUALITY PROGRAMS FOR ALL CHILDREN

In comparison to the 19^th Century, there have been exceptional changes in the United States public opinion regarding the value and importance of quality services including early care and education for young children and families, in addition to a greater understanding and appreciation for the short and long term developmental benefits. Unlike the 1920’s in which Preschool Programs were originated for children of middle class families and served as a place where researchers and educators could study child development and foster the well being of young children, Preschool Programs today are viewed as a vital preparatory experience for children prior to their entry into kindergarten, and accessible to children of various socioeconomic statuses. Reflecting on the next five years, my hope is that United States public opinion regarding early care and education will remain supportive and appreciative of the exceptional developmental and academic benefits early care and education can yield. I believe support and appreciation will influence early childhood strands of services, systems, policies, and advocacy. The greater the support and appreciation for early childhood care and education, the greater the need for these services become, ultimately increasing its’ quality, accessibility, policies, and advocates eager to advocate for its existence and funding. These influences will have direct implications for young children, families, and the early childhood field. Children will academically and developmentally benefit from the increase in early care and education available in conjunction with the quality of service provided. Families will experience a rewarding feeling knowing that their children receive quality care and education in their absence, while the early childhood field will reap the benefit of acknowledging their priority to provide exceptional care and education to young children, to be exhibited through children’s developmental and academic success.