Preface

Dear Family and Other Caring Adults:

I'm almost six years old now, and getting ready to start school. Before I forget, I want to thank you-the important adults in my life-for all the ways you helped me learn to love learning. Here goes...

When I was a baby I cried a lot, but I wasn't trying to drive you crazy. I couldn't talk, so I cried to let you know when I was hungry, or wet, or frustrated. Being a baby isn't as easy as it looks. The world is very exciting, but it can be overwhelming, too. Thanks for coming to my assistance as quickly and regularly as possible. It felt good to know I could count on you.

When I got a little older, I learned how to pick things up and put them in my mouth. I didn't know anything about germs or dirt. I just wanted to find out all about the objects I came across. Thanks for allowing me to explore, keeping unsafe things out of my reach, doing away with the nasty germs that could make me sick.

Soon, I learned to move my body-all by myself! All of a sudden I could get to places I hadn't even seen before. I found out there was even more to explore and learn about than I could ever imagine. Thanks for putting up safety gates to block unsafe areas and making room for me to move without bumping into other kids. And thanks for taking me outdoors so I could learn about nature and feel the wind blow on my face.

I didn't think I would survive being a toddler. I wanted to do everything for myself; I never stopped to think; I was always on the go, and I often needed your help. Instead of being grateful for your help, I cried or had tantrums. I was a handfull! Thanks for being patient and understanding that it's hard to grow up and leave behind baby things.

Wow, being a preschooler was fun. I ran, jumped, climbed, played on the swings, and rode tricycles. I painted a hundred pictures, did a million puzzles, made cities full of tall buildings, and pretended to be lots of people and things. Thank you for providing so many exciting things, helping me to be successful, and letting me make lots of decisions-what I wanted to do, what I wanted to use, and who I wanted to play with. Most of all, thank you for helping me feel good about belonging-to my family, culture, and community. I know a lot already, but I can't wait to learn more.

You have discovered a lot about children-how we grow, think, learn to get along with others, and figure out who we are and our special abilities. But like you taught me, there's always more to learn. Each one of us is a unique and surprising individual. Thank you for taking the time to get to know us.

Yours,

A Head Start Child who represents many children whose growth and development were enhanced by your thoughtful actions
 

 

This technical guide is about children: how families, neighborhoods, communities, and cultures affect individual children, and how most children pass through stages as they grow and gain new skills. The guide is appropriate for education staff-teachers, assistants, volunteers, home visitors- who play different roles in Head Start and who have a wide range of education and experience. The activities are designed so that each person can participate at his or her own level of skill and knowledge. For example:

All Head Start education staff are professionals. They use their skills to provide needed services, are committed to quality, are dependable and effective, and have in-depth knowledge about their field. The education staff have a specialized understanding of what young children are like and what contributes to their healthy growth and development.

One of Head Start's most important goals is to support parents as the principal influence in their children's lives. Head Start staff contribute by helping parents learn about child development and how they can use experiences at home as opportunities for growth and learning. Much of the information and skill-development opportunities provided in this training guide will help staff support parents and build partnerships that enhance children's growth and development.

As stated in the first of Head Start's Multicultural Principles, every individual is rooted in culture. Head Start programs are most effective when they value and respond to children's cultures in all aspects of the environment, activities, and interactions. So too, should a program encourage children's learning by incorporating their home languages in written and oral communications and making sure some of the staff who work with children speak the children's home languages.

Head Start is committed to implementing programs that encourage growth and development of all children, including those with disabilities. Each program reserves at least ten percent of its enrollment openings for children with disabilities, who are integrated into the center and served through the home-based option. Staff get to know each child's skills and abilities and, in conjunction with parents and specialists, plan strategies that respond to individual and developmental needs. These strategies are adapted, as necessary, to include children with disabilities.
 
Professionals are committed to lifelong learning. Through a variety of training strategies and settings such as mentoring, community college courses, workshops, and self study, Head Start staff continue their professional development. No matter how many degrees or how many years of experience they have, Head Start staff know their field is constantly changing. Because researchers continue to study and learn about children, there is always something new to learn. This guide will support staff as they update their specialized knowledge and increase their competence in offering developmentally appropriate programs. Participants will learn through studying the development of an individual child, having discussions with trainers and colleagues, evaluating their current practices, and performing hands-on activities.

Index