Head Start A Bridge From Past to Future Blythe S.F. Hinitz ead Start was built on a strong base of work ethic—the poor would straighten up and act like Heritage civil rights advocacy and a long history of real Americans” (Kuntz 1998, 4). private and government-funded US early Others, believing that parents should personally childhood education programs. At the 50th benefit from a program and that community buy-in was anniversaries of the Civil Rights Act of 1964 important, suggested a combination of parent education Hand the Economic Opportunity Act (EOA) of 1964, it is and participation in decision making. Those espousing fitting that we remember that Head Start was born of the least supported view—that poverty is a systemic Proud President Lyndon B. Johnson’s War on Poverty in the issue—proposed that parents should be involved in middle of the civil rights movement of the 1960s. actual program governance. At the time of Head Start’s creation, 10 years had Although the EOA legislation authorized Commu- already passed since the Supreme Court’s momentous nity Action Programs (CAPs) to assist local communities Brown v. Board of Education (1954) decision that racial in establishing and administering their own anti poverty Our segregation in public schools was unconstitutional. The efforts, some local governments opposed the proposed Reverend Dr. Martin Luther King Jr. and others were placement of administrative control and resources in the helping the United States focus on the needs of under- hands of poor people and refused to apply for program represented groups. President Johnson announced the grants. In an effort to make the CAP more palatable to creation of Head Start in a special message to Congress local officials, while using what would have been an on January 12, 1965, in which he focused on the expan- embarrassing budget surplus, the Head Start project was sion of “preschool program[s] in order to reach disadvan- born (Zigler & Styfco 1996, 133). taged children early” (Osborn 1991). Lady Bird Johnson From a feminist history perspective, Greenberg launched her role as a national spokeswoman for the (1998) wrote, Head Start program with a tea in the Rose Garden, at- Probably the many men involved in the original tended by members of the Head Start planning commit- planning of Head Start were so exhilarated by the tee. The gathering, which was covered on newspaper heady thrill of inclusion in such an exciting and society pages, gave the program “an aura of respectabil- important project that they neglected to notice ity” (Kuntz 1998, 8–9). the relevant pioneering work in early education, social work, child health, and parent educa- Varying views on Head Start tion that women had been thoughtfully engaged Views varied on what kind of program Head Start in—and teaching and writing about—for several should be. It was widely believed at the time that generations. (63) “poverty and welfare dependencies are transmitted Greenberg points out that although the wives and moth- intergenerationally [because] . education, indepen- ers of some of these men were kindergarten and nursery dence, ambition, [and] concern for the future are not school teachers, and most of their children had attended reinforced during a childhood spent in poverty and early education programs, “the several dozen men at the dependence on welfare” (Washington & Bailey 1995, 21). head of Head Start never appeared to realize that there Those who held this view believed that since parents was an early childhood profession, with leaders, usually were accountable for their children’s condition, anti- female, of its own” (63). poverty programs—including Head Start—should either remove children from the influence of parents who were Early education and social justice not meeting their needs or work to improve the parents From its inception Head Start had a dual role. It would for the benefit of the children. This attitude led to the provide comprehensive health, nutrition, and education cultural deprivation theory, which “suggested that the services for young children, including early identifica- poor needed to be educated, to have opportunities to tion of physical and mental health problems and medi- learn the values embraced by middle-class America and cal, dental, and psychological services. An overarching that, if introduced to these ideas—most important to the goal of the program was enhancing social competence 94 www.naeyc.org/yc n Young Children May 2014 New Book from NAEYC! Spotlight on Young Children Amy Shillady, editor Exploring Spotlight on Young Children: Language& Literacy Exploring Language and Literacy Amy Shillady, Editor Coming this Spring—a new addition to NAEYC’s popular Spotlight books. Spotlight on Young Children: Exploring Language and Literacy offers practical, research-based ideas for supporting reading, writing, and language development in the early years. WRITING Activities That Promote Fine Motor Development These simple activities engage children in different levels of motor development in preparation for writing. Muscle Activity and materials Description development Whole arm Under-the-Table Art Tape the paper to the underside of a table. Children Large sheet of drawing paper, tape, and cray- lie on their backs under the table, extend the arm with ons or chalk crayon or chalk in hand, and draw on the paper. Ribbons and Rings Attach a ribbon to each bracelet using a simple slip- Set of plastic bracelets and 12 inches of colored knot. Play music. Children wear or hold their bracelets ribbon for each bracelet and use their bracelet arms to make big circles, wave the ribbons high and low, and perform other creative Program Language Enrichment Activities movements. Stir It Up! Put the dry ingredients and the spoon in the pot, and Large pot, long wooden spoon, and pebbles place it in the dramatic play area. Children stir the “soup” using a large circular arm motion. , vol. 1 (Dallas, TX: Southern Methodist University, 2006). Southern Methodist University, 1 (Dallas, TX: , vol. Whole hand Sponge Squeeze Fill one side of the dish with water. Children transfer Small sponge, divided food dish, and water the water from side to side by dipping and squeezing (LEAP) the sponge. Lid Match Sort the containers and lids into separate baskets. Chil- Two baskets and a collection of plastic contain- dren match and attach the lids to the right containers. ers with matching lids (spice jars, margarine tubs, yogurt cups, shampoo containers, hand cream jars, and such) Adapted with permission from Nell R. Carvell, Nell R. with permission from Adapted Cornmeal Sifting Place the empty sifter in the bowl. Children use two Crank-style sifter, large bowl, and fine sand hands to pour the sand into the sifter, then turn the crank handle to sift the sand into the bowl. Pincher Button Drop Cut a slit in each lid and label each container with a Four plastic containers with lids, and buttons color. Children sort the buttons by color and drop them into the appropriate containers. Color TransferItem 2830 • List: $20 • Member:Fill the $16muffin 20% tin compartments savings! with water of different Eyedroppers, muffin tin, food coloring, water, colors. Children use the eyedroppers to transfer drops and a section of rubber bath mat backed with of colored water into each suction cup. suction cupsOrder online at www.naeyc.org/store Using Tongs Show children how to use their thumb and middle and Spring-handle metal tongs, sorting trays (ice index fingers to manipulate the tongs. Children use the or call 800-424-2460cube trays, egg cartons, option divided dishes, 5 (9:00 small a.m.–5:00tongs to pick up p.m.the items EST, and sort Monday–Friday) them into separate containers), and items to sort (counting bears, compartments or containers. acorns, buttons, pom-poms) Pincer Capture the Cork! Put the corks in the bowl of water. Children use the Corks in a variety of sizes, a bowl of water, and tweezers to capture the floating corks. tweezers Locks and Keys Close the locks. Children determine which keys work A variety of small locks with keys with which locks and unlock them. Clip It Children use the hair fasteners or elastic bands to di- A variety of small barrettes, hair clips, and elas- vide the dolls’ hair into small sections. Clips that fasten tic bands; dolls with hair; brushes and combs; in different ways and small elastic bands support a and a tray for materials range of motor skill levels. Adapted with permission from Nell R. Carvell, Language Enrichment Activities Program (LEAP), vol. 1 (Dallas, TX: Southern Methodist University, 2006). 24 Spotlight on Young Children: Exploring Language and Literacy (now termed social and emotional competence), which included “the child’s everyday effectiveness in dealing with his environment and later responsibilities in school and The Author’s Reflections on the First life” (Osborn 1991, 152). Head Start Programs But Head Start wasn’t only about early education; as lythe S.F. Hinitz taught in one of the first Head Start a CAP, the program was envisioned as a vehicle to give programs in New York City, in Ocean Hill–Browns- families with low incomes a voice, and for doing things with Bville. Teachers attended preparatory lectures and them rather than to them. Osborn’s concept of the child de- training activities in June 1965 at Teachers College, velopment center, which emphasized all resources—family, Columbia University. The New York City Board of Educa- community, and professional—that could contribute to tion administered the Head Start summer program and children’s development, was adopted as a model. provided public school classrooms, supplies, and equip- ment for teachers and children. Among the materials Parent involvement were Gotkin matrix boards, Language Lotto, and some of the first trade books about African American children To help achieve the goal of giving families a voice, Head (including The Snowy Day, by Ezra Jack Keats).