EDUC 6765 Week 3 Blog Assignment – Parent, Family, and Community Engagement

Reading about the personal Head Start experiences of so many people has been very inspiring. I was amazed by how many adults credit their own Head Start experiences with their successes in work and school, as well as the many families who have remained involved with Head Start for multiple generations. It is clear that Head Start has gained the commitment and respect of many families and professionals. I learned that what began as a program designed to meet the needs of the whole child has had far-reaching and long-lasting impacts, not only on the children who attend Head Start, but also on their family members.

The family involvement piece of Head Start is, in my opinion, a huge component of the program’s success. Many of the educators, parents, and former Head Start students who shared their stories specifically mentioned the home visits as a vital and valued part of their Head Start experience. This connection beyond the classroom speaks to the commitment of Head Start teachers and the Head Start program to meet the needs of the whole child, which includes their home and family life. The parenting and English classes offered in conjunction with Head Start and Early Head Start programs also speak to the value placed on helping the whole family.

When stories like these are shared with the public, including government officials and policymakers, they underscore the importance of valuing and investing in early childhood initiatives. The fact that adults who participated in Head Start as preschoolers are successful today because of their Head Start experiences should make everyone want to support this and other similar programs. I think that not only should members of the government and business communities support and invest in Head Start, I also believe that other early childhood education programs should look into changing some of their current practices so that they align more with what Head Start is doing. Specifically, I know that programs in which I have worked could involve and reach out to families more. In the public school preschool programs where I have taught, the majority of the children ride the bus to and from school, which takes away a key opportunity for family-teacher interaction. Home visits (or meeting in the community in the event that a family does not want the teacher in their home) might be one way to increase family-teacher interactions in this type of setting. Only by developing a true partnership and working together can teachers and family members work for the best interests of the child.