Readiness Opportunities for Highly Vulnerable Families
DOI:
https://doi.org/10.55370/hsdialog.v19i2.553Keywords:
vulnerable families, Early Head Start, ecological theory, spatialized critical theory, resilienceAbstract
This article describes a qualitative case study within an urban Early Head Start program in the Northeast, designed to reach highly-vulnerable families who were not eligible for Early Head Start due to complex life experiences. The goal of this research was to deepen the knowledge base regarding the benefits and challenges of this approach by learning from parents and the practicing professionals' perspectives. Findings are discussed in terms of literature relevant to ecological theory, family resilience, and coping with stressors with an emphasis on supporting staff who in turn support both young children's school readiness and families in a collaborative community process. This article also identifies next steps useful to professionals and scholars interested in initiating or studying this approach to expand Early Head Start to the most vulnerable infant, toddlers and their families within comprehensive early childhood education programs.
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