Head Start Family and Child Experiences Survey (FACES): 1997 Cohort [United States]

The Head Start Family and Child Experiences Survey (FACES) is an ongoing national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. FACES was designed to address four central questions related to program performance objectives: Does Head Start enhance children's development and school readiness? Does Head Start strengthen families as the primary nurturers of their children? Does Head Start provide children with high quality educational, health, and nutritional services? How is classroom quality related to child outcomes? The FACES 1997 Cohort involved a nationally representative sample of children and families in Head Start programs in the United States who were studied at entry into the program in the fall of 1997, assessed in the spring at the completion of one or two years of Head Start, and followed up in the spring of the kindergarten and first grade years. During these visits, the research team completed individual interviews with staff and parents, child and classroom observations, direct child assessments through one-on-one interviews, and indirect assessments of children by their teachers and parents. The data collection instruments used in FACES were designed to measure several different types of skills, accomplishments, and behaviors that are relevant to a child's school readiness and social competence: The parent interview was designed to collect up-to-date information about current Head Start families while being sensitive to differences based on the background of the respondents. The interview provided descriptive information about the parents (education, work status, health, nativity, depression, social support, use of discipline and rules, exposure to violence), the household (income, housing, activities with children, use of child care), and the children (gender, ethnicity, health, behavior, literacy skills, disabilities, exposure to violence). Additionally, parents reported how their families came to Head Start and how they perceived their Head Start experiences. The staff interview was designed to provide a profile of the background, qualifications, and training of Head start personnel as well as an understanding of classroom activities, family activities, services, local programs offered to families, and staff perspectives on their programs and the families they served. The child and classroom observations were designed to record information from the observations of children's behavior and home environments. Some of the assessments used included Peabody Picture Vocabulary Tests (PPVTs), Woodcock-Johnson Revised Tests of Achievement, Norm Referenced Cognitive Tests, Story and Print Concepts, and McCarthy Scales of Children's Abilities.

《早期教育家庭与儿童经验调查》（FACES）是一项持续进行的全国性纵向研究，旨在探讨早期教育儿童在认知、社会、情感和身体发展方面的进展。该研究深入分析了家庭特征、福祉与成就，观察了早期教育课堂的质量，以及早期教育教师及其他项目工作人员的特征和观点。FACES旨在解答与项目绩效目标相关的四个核心问题：早期教育是否提升了儿童的发展水平和入学准备能力？早期教育是否加强了家庭作为儿童主要养育者的角色？早期教育是否为儿童提供了高质量的教育、健康和营养服务？课堂质量与儿童发展结果之间存在何种关联？1997年FACES队列涉及美国早期教育项目中具有全国代表性的儿童和家庭样本，他们在1997年秋季加入项目时被研究，在完成一年或两年早期教育后于春季进行评估，并在幼儿园及一年级春季进行追踪。在这些访问期间，研究团队对工作人员和父母进行了个别访谈，观察了儿童和课堂，通过一对一访谈直接评估了儿童，以及通过教师和父母进行间接评估。FACES中使用的数据收集工具旨在测量与儿童入学准备和社会能力相关的多种技能、成就和行为：家长访谈旨在收集有关当前早期教育家庭的最新信息，同时考虑到受访者的背景差异。访谈提供了关于家长（教育、工作状况、健康状况、出生地、抑郁、社会支持、纪律和规则的使用、暴力暴露）、家庭（收入、住房、与儿童的互动、儿童保育使用）以及儿童（性别、种族、健康状况、行为、识字技能、残疾、暴力暴露）的描述性信息。此外，家长报告了他们的家庭如何来到早期教育以及他们如何看待早期教育体验。工作人员访谈旨在描绘早期教育人员的背景、资历和培训概况，以及了解课堂活动、家庭活动、服务、提供给家庭的当地项目，以及工作人员对其项目和服务的看法。儿童和课堂观察旨在记录关于儿童行为和家庭环境的观察信息。所使用的评估工具包括皮博迪图片词汇测试（PPVTs）、伍德科克-约翰逊修订成就测试、标准参照认知测试、故事和印刷概念测试，以及麦克卡锡儿童能力量表。