Key Elements of the Head Start Home-Based Program Option

The Role of the Home Visitor

     The key elements of the Head Start home-based program option are explained in Chapter One, "The Role of the Home Visitor," in The Head Start Home Visitor Handbook; the Introduction and Chapter Two, "Key Elements of the Head Start Home-Based Program Option," in A Guide for Operating the Head Start Home-Based Program Option; the "Concepts Presented in the Videotape" section of this User's Guide; as well as on the fact sheet, "Overview of the Head Start Home-Based Program Option" (page 26). Use these discussion guides when presenting this session.

Introduction to the Video Tape

     Review with participants the key elements of the Head Start home-based program option that are within the role of the home visitor to provide. These include:

• Meeting the Head Start Program Performance Standards in the home-based option

• Establishing and maintaining partnerships with parents

• Using the home as a learning environment

• Basing work with families on the family needs assessment and the child's developmental profile

• Using information to develop individualized short and long-term goals

• Encompassing all the Head Start component areas in working with families

• Individualizing services with families

• Receiving support from supervisors, component coordinators, and other Head Start team members.

     Distribute and review the fact sheet, "Overview of the Head Start Home-Based Program Option." Print on separate flip chart pages the eight key elements noted above. Ask participants for examples of how they provide for these elements in their work with families. Record the
responses on the flip chart. Then, ask participants to identify examples of the key elements as they view the videotape.

Follow-Up

     After viewing the videotape, discuss the elements identified by the participants. Examples that .participants might identify include:

Meeting the Performance Standards in the Home-Based Option

• Two home visitors plan and conduct home visits with parents.

• A home visitor conducts a group socialization activity with the parents and children.

Establishing and Maintaining Partnerships

• A parent states that a home visitor helped her learn that, for teaching her children, it was more like a team instead of just the home visitor doing everything.

• A home visitor notes one of the things that home visitors have to do is look at the parents and accept them for what they are. A home visitor must accept the family's values, let them know that you're coming to help them, and that you're not imposing your values on them.

• A parent notes that she and the home visitor have become the best of friends.

• A home visitor and a parent evaluate the home visit together.

Using the Home as a Learning Environment

• Home visitors and parents use home materials and routines for working with children, such as preparing a fruit salad, singing in the living room, and letting objects sink and float in a wash basin.

• A parent uses a homemade body parts puzzle to work with her child.

• A home visitor supplements home materials with a box of consumable supplies and toys. These are used for a child's developmental screening.

• A home visitor supplements food provided by the family to prepare a fruit salad.

Basing Work with Families on the Family Needs Assessment and the Child's Developmental Profile

• A home visitor and parent discuss transportation needs.

• A home visitor and parent observe her child drawing on the sidewalk and they make notations on the child's assessment form.

• A home visitor takes her records with her for conducting assessments with each family.

Using Information to Develop Individualized Short and Long Term Goals

• A home visitor and parent plan for obtaining the parent's driver's permit as a step toward the goal of becoming a language tutor.

• A home visitor discusses building up a child's language and motor skills.

• A home visitor and parent discuss the child's learning about body parts.

Encompassing All the Head Start Component Areas

• A home visitor and parent discuss a Policy Council meeting report (parent involvement), GED classes (social services).

• A parent and child make a fruit salad as a home visitor observes, provides encouragement (nutrition/education).

• A home visitor and parent discuss her child's recent illness (health).

• A home visitor and parent discuss re sources for adult education (social services).

• An education coordinator talks about the importance of open-ended questions; a parent asks her child to tell her all that she knows about the fruit salad (education).

Individualizing Services with Families

• Each home visitor plans and conducts different activities with each family, based on the goals identified in their family action plans.

• Home visitors help parents to conduct activities for their children based on each child's strengths, interests, needs, and stage of development.

Receiving Support from Supervisors, Component Coordinators, and Other Head Start Team Members

• A home-based supervisor accompanies a home visitor on a visit and later provides
  feedback concerning the activities observed.

• A parent involvement coordinator attends a group socialization activity.

• A home visitor confers with a parent involvement coordinator regarding families needs in the area of discipline.

     After viewing the videotape, participants might note that the families and home visitors depicted have established excellent rapport, and that the parents are highly motivated. These are characteristics of an ideal home-based situation. Ask participants to think about ways that they can implement a quality program when:

• establishing and maintaining rapport with a family is difficult

• parents have problems seeing their home as a learning environment and would prefer that their child go to "school"

• they are uncertain about their agency's family needs assessment, child developmental profile, and family action plan processes

• a family does not appear to be motivated to participate in activities that reflect all the Head Start component areas

• they are unsure of the support they can receive from their supervisor, component coordinators, and other Head Start staff to help them deal with such problems. 
  
  
  

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