Meeting the Mental Health Needs of Poor and Vulnerable Children in Early Care and Education Programs
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| Title: | Meeting the Mental Health Needs of Poor and Vulnerable Children in Early Care and Education Programs |
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| Language: | English |
| Authors: | Azzi-Lessing, Lenette |
| Source: | Early Childhood Research & Practice. Spr 2010 12(1). |
| Availability: | Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 14 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Health Needs, School Readiness, Poverty, Mental Health, Young Children, Child Care, Early Childhood Education, Access to Health Care, Disadvantaged Youth, Consultants, Agency Cooperation, Faculty Development, Family Programs, Physical Health, At Risk Persons, Depression (Psychology), Substance Abuse, Family Violence, Student Needs |
| ISSN: | 1524-5039 |
| Abstract: | Across the United States, policy makers and early childhood experts are focusing on implementing and evaluating a range of interventions designed to improve school readiness for young children living in poverty. This article provides an overview of the various factors that threaten optimal development of young children living in poverty and that place them at risk for emotional and behavioral problems. The article then addresses the challenges to meeting the needs of these children and their families in early care and education settings. Four key strategies for improving the capacity of early care and education programs for preventing and addressing mental health problems in young children in poverty are outlined: (1) expanding use of early childhood mental health consultants, (2) building effective partnerships with mental health and other community-based systems, (3) providing support and training for teachers, and (4) establishing family-based supports such as those provided by Head Start and Early Head Start. The article concludes with suggestions for research and policy changes to remove barriers and support this work. |
| Abstractor: | As Provided |
| Number of References: | 56 |
| Entry Date: | 2010 |
| Accession Number: | EJ889716 |
| Database: | ERIC |
| Abstract: | Across the United States, policy makers and early childhood experts are focusing on implementing and evaluating a range of interventions designed to improve school readiness for young children living in poverty. This article provides an overview of the various factors that threaten optimal development of young children living in poverty and that place them at risk for emotional and behavioral problems. The article then addresses the challenges to meeting the needs of these children and their families in early care and education settings. Four key strategies for improving the capacity of early care and education programs for preventing and addressing mental health problems in young children in poverty are outlined: (1) expanding use of early childhood mental health consultants, (2) building effective partnerships with mental health and other community-based systems, (3) providing support and training for teachers, and (4) establishing family-based supports such as those provided by Head Start and Early Head Start. The article concludes with suggestions for research and policy changes to remove barriers and support this work. |
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| ISSN: | 1524-5039 |
