The tremendous increase in population has caused an economic imbalance
The tremendous increase in population has caused an economic imbalance, leaving some families on the verge of survival. The majority of the families are low-income categories who cannot afford an excellent school-based program. While there are so many initiatives started, sufficient effort is not accorded (“Early Head Start Programs | ECLKC,” 2019). Several benefits attributed to school-based programs are required for the development of infants. The purpose of this evaluation is to primary on the Early head start program, which focuses on a specific group of infants and toddlers up to the age of three years old. Different processes are looked at, in addition to providing services beneficial to the participants.
Ideally, early head start programs focus on providing family-centered solutions to school-based problems for low-income families. Incorporating the different services is crucial in nurturing the health and promoting the development of infants. Doing this creates an easier task for the parents in fulfilling their roles (Vogel & Xue, 2018). The program is not entirely different from that of preschool, but it is structured to satisfy the specific needs of the children. Once toddlers gain the affection and feeling of security, they become confident enough to develop particular skills to their optimum. Ultimately, all the services incorporated within this program play a crucial role in instantiating the growth and development of infants through the age of three.
The program is started as a result of the different challenges that exist within low-income families. Also, it is attributed to significant development needs, risk factors, and the existence of resilience factors.
Development needs
The program aims to help ease the process of child development. When children are born, they cannot communicate, walk, or perform some tasks independently. Social and emotional development needs to exist. Infants showcase the desire to become socially competent in building relationships with different external persons. Speech and language development needs to consider the ability of the child to listen and communicate using words that people can understand. Motor skills needs involve the child not being able to walk, perform tasks on their own, or utilize their muscle capacity. This need is crucial, as substantial changes occur through this stage between birth and three years. Lastly, cognitive needs relate to the ability of the child to think, make decisions, read, and perform analytical scrutiny on different concepts.
Risk factors
Some of the risk factors that are involved in the school program are inclusive of low neighborhood and appreciation of the school-based program. Ineffective policies within the school confines as well as conflict existing (Snow et al., 2018). It may be between family members or school-related conflict. Also, other risk factors are smoking and drug use within the household, issues arising from the family, and poor living standards that cause social isolation.
Resilience factors
These are the factors that help in mitigating the risks and challenges facing the school-based program. Favorable support from the family and school educators is necessary. There is the existence of role models who guide children during the growth process (“What can schools do to build resilience in their students? – Child Trends”, 2018).
The program provides various services necessary for the development of an infant from birth to three years. These services are structured to provide quality and efficient services that ensure low-income families receive specified services. The program initiates programs that promote emotional awareness, social problem solving, and positive social skills through counseling and motivation. Behaviorism strategies which are in line with cognitive development in the school set up.