EARLY 

HEAD 

START 

NATIONAL 

RESOURCE 

CENTER


Technical Assistance Paper No. 

8 

Early Head Start


and Head Start Partnerships:
 

Building a

Birth-to-Five Head Start 

Program 

U.S. Department of Health and Human Services 

Administration for Children and Families 

Administration on Children, Youth and Families 

Head Start Bureau 
EARLY 

HEAD 

START 

NATIONAL 

RESOURCE 

CENTER
 

4 

Early Head Start and Head Start Partnerships: 

Building a Birth-to-Five 

Head Start Program 

Technical Assistance Paper No. 8 

First Printing: 2005 

U.S. Department of Health and Human Services 

Administration for Children and Families 

Administration on Children, Youth, and Families 

Head Start Bureau 

Prepared for the Head Start Bureau, under contract # HHSP23320042900YC, by the 

Early Head Start National Resource Center @ ZERO TO THREE. 
Technical Assistance Paper No.
 

8
 

Early Head Start and Head Start Partnerships:
 

Building a

Birth-to-Five Head Start 

Program 

Head Start (HS) has a 

long history of providing high-quality 

early child development services to preschool children 

and families. Early Head Start (EHS) 

was enacted in 1995 to extend those 

services to families with infants and 

toddlers. Now that the EHS initiative is nearly 10 years old, EHS and 

HS programs are grappling with how 

the two programs can collaboratively 

provide children and families with 

an array of services and supports 

from the prenatal period through 

entry to kindergarten. Birth-to-five 

programming is the concept of providing continuous and coordinated 

care for children and families participating in Head Start throughout 

pregnancy and for as long as Head 

Start remains an appropriate setting 

for a child during the first 5 years of 

life. The benefits of providing continuous and coordinated care are 

reflected in the relationships and 

partnerships that develop among 

programs, families, and communities. 

Additional benefits of prebirth-tofive programs include the following 

(Early Head Start National Resource 

Center, 2004) 

Relationship building. The opportunity for children and families to 

work with the same people, program, or both over an extended 

period of time allows for stronger 

relationships and increases the 

depth and breadth of the families’ 

involvement in the program. Staff 

members are better able to individualize because of their greater 

level of involvement with families 

over time. 

Community partnership. Early Head 

Start and Head Start are a vital 

force for community development 

and can be a catalyst for creating 

partnerships that increase family 

access to needed resources. Birthto-five programs can collaborate 

with community agencies that 

provide services spanning the prenatal-to-school-entry years and 

strengthen the network of supports 

and services available to families. 

Staff development. Birth-to-five 

programming provides an opportunity for early childhood staff 

members to learn more holistically 

about child development, beginning prenatally and continuing 

throughout the early learning 

years. Cross-training among 

infant–toddler and preschool staff 

members increases staff competence in both programs. 

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E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

For 40 years, Head Start has 

provided comprehensive services to 

low-income preschool children and 

families to prepare them academically, 

developmentally, and socially for 

kindergarten. Since 1969, Migrant 

and Seasonal Head Start has provided 

birth-to-five HS services to low-income 

families who are working in agriculture. In the early 1990s, childcare 

advocates and researchers realized 

that there was a gap in services for 

children under age 3. When the 

Head Start Act was reauthorized in 

1994, a special initiative was 

established to award grants to EHS 

programs beginning in fiscal year 

1995. As a result, the then Secretary 

of Health and Human Services 

formed the Advisory Committee on 

Services for Families With Infants 

and Toddlers. The committee was 

asked to develop programmatic 

approaches for addressing infant, 

toddler, and parenting development 

needs of low-income families. The 

position paper titled Statement of the 

Advisory Committee on Services for 

Families with Infants and Toddlers 

(U.S. Department of Health and 

Human Services, 1994) was the 

result of the committee’s work and 

helped to lay the foundation for 

Early Head Start. 

Early Head Start and Head Start 

share similar goals but bring different 

strengths to a collaborative, prebirth-to-five program. The needs of 

expectant parents and infants and 

toddlers are different from the needs 

of preschoolers, and the Head Start 

Program Performance Standards 

recognize these differences. There 

are differences, for example, in the 

number of children allowed in one 

group and in the ratio of children to 

teachers [1304.52(g)(4)] as well as 

in the approach to learning 

[1304.21(b)(1-3)]. The emphasis is on 

the parent–child relationship as 

the strongest foundation for healthy 

development. Early Head Start 

programs operate on a full-year 

schedule. 

In contrast, the HS program for 

preschool children encourages more 

peer group interaction, independent 

exploration, school readiness 

experiences, and the development 

of pro-social skills. There are larger 

groups of children in a classroom, 

and children are more able to 

independently explore their environment. Head Start programs often 

operate on a 9-month schedule that 

follows the school year calendar, and 

programs may be part or full day. 

Head Start has seasoned staff
 

members, some of
 

whom have been with 

the program since its 

inception more than 30 

years ago. Early Head 

Start, while being a 

relatively new initiative, brings a wealth of 

resources to enhance 

program quality, 

including staff training 

opportunities, technical 

assistance services, and 

additional funding. 

Although integrating 
EHS and HS programs can present 

challenges, respecting the strengths 

of each will lead to greater 

opportunities for building strong, 

high-quality, coordinated birth-tofive programs. The focus of this 

paper is on the integration of Early 

Head Start with preschool Head 

Start with an emphasis on the 

circumstances that are unique to 

providing services for expectant 

families and infants and toddlers and 

the implications for building a 

coordinated program from pregnancy 

through age five. 

Head Start Program

Performance Standards 

1304. 21 (B) (1)—CHILD DEVELOPMENT AND EDUCATION 

APPROACH FOR INFANTS AND TODDLERS. 

Grantee and delegate agencies’ program of services for infants and toddlers must encourage (see [45 CFR 1304.3(a)(5)] for a definition of 

curriculum): 

(i) The development of secure relationships in out-of-home 

care settings for infants and toddlers by having a limited 

number of consistent teachers over an extended period of 

time. Teachers must demonstrate an understanding of the 

child’s family culture and, whenever possible, speak the 

child’s language (see [45 CFR 1304.52 (g) (2)]); 

(ii) Trust and emotional security so that each child can 

explore the environment according to his or her 

developmental level; and 

(iii) Opportunities for each child to explore a variety of sensory 

and motor experiences with support and stimulation from 

teachers and family members. 

1304.21 (b) (2)—Grantee and delegate agencies must support the social 

and emotional development of infants and toddlers by promoting an 

environment that: 

(iv) Encourages the development of self-awareness, autonomy, 

and self-expression; and 

(v) Supports the emerging communication skills of infants and 

toddlers by providing daily opportunities for each child to 

interact with others and to express himself or herself freely. 

1304.21 (b) (3)—Grantee and delegate agencies must promote the physical 

development of infants and toddlers by: 

(vi) Supporting the development of the physical skills of infants 

and toddlers including gross motor skills, such as grasping, 

pulling, pushing, crawling, walking, and climbing; and 

(vii) Creating opportunities for fine motor development that 

encourage the control and coordination of small, specialized 

motions, using the eyes, mouth, hands, and feet. 

[ Source: 45 CFR 1304.21] 

TECHNICAL ASSISTANCE PAPER NO .8 

3 
The Unique 

Needs of Infants 

and Toddlers 

One of the challenges of birthto-five programming is 

ensuring that programs respond to 

the unique needs of infants and toddlers. This challenge is a particular 

concern if the EHS enrollment is 

significantly lower than the HS 

enrollment because the needs of preschool children and families are that 

much more visible. Early Head Start 

may feel that it is being “swallowed 

up” by the HS program. Classrooms 

for infants, toddlers, and preschoolers look, feel, and are different. A 

few examples of infant caregiving 

practices in center-based settings 

that support healthy development 

include the following: 

Small group size. Infants and toddlers 

respond best to a small number of 

consistent caregivers. The group 

size for infants and toddlers is four 

children to one teacher, with no 

more than eight infants or toddlers 

in a group. Group size is important 

for the individualized care that is 

necessary to meet the varied needs 

of very young children in a group 

setting. Limited group sizes also 

facilitates close, nurturing relationships between children and 

their caregivers. 

Primary caregiving. At the programmatic level, primary caregiving 

refers to the practice of assigning a 

primary teacher to be responsible 

for the care of a child. Primary 

caregiving is a recommended 

practice for infants and toddlers 

because it provides infants with an 

opportunity to develop a close, 

trusting relationship with a 

consistent caregiver who knows 

the child well. Although other 

caregivers may be in the classroom 

providing care, the primary 

caregiver is the person who takes 

the lead and provides continuity 

for the child and family. 

Continuity of care. The practice of 

keeping young children in childcare with the same caregiver for as 

long as possible strengthens those 

relationships. Frequent changes in 

caregivers should be avoided during 

infancy. Combined birth-to-five 

programs go further to promote 

continuity by allowing families 

and staff members to create partnerships over an extended time 

period. Staff members of birth-tofive programs can also incorporate 

program strategies that embrace 

continuity between the EHS and 

HS program, for example, joint 

transition planning for children 

moving from the EHS to the 

HS program or from an EHS 

program to a non-HS communitybased setting. 
TECHNICAL ASSISTANCE PAPER NO .8 

WORKING WITH INFANTS 

AND TODDLERS IN CENTERAND HOME-BASED SETTINGS 

The environment in both centerand home-based settings is an important part of the curriculum. It is a 

tool to support child development 

and learning by responding to the 

preferences of different children; by 

meeting each child’s needs for active 

play, quiet rest, physical comfort, 

and interaction with peers; and by 

adapting to meet the changing needs 

of children as they grow. 

The rapid pace of physical development during infancy means 

rapidly changing needs for a safe and 

stimulating physical environment. 

Center-based settings should offer 

young infants soft places to sit or lie 

down and comfortable accommodations for nursing mothers to 

breastfeed. Mobile infants need safe 

places to crawl and surfaces to pull 

up on whereas toddlers require adequate space to run and climb. 

Outdoor spaces provide a natural 

learning environment, support gross 

motor development, and conform to 

safety standards. Both indoor and 

outdoor environments need to be 

flexible so caregivers can respond to 

a variety of different needs at the 

same time. And the environment 

needs to be welcoming to parents 

and support the goal of strengthening the parent–child relationship by 

inviting interaction with their children. 

Additional considerations for a 

developmentally appropriate 

environment include the following: 

Health and safety are priorities when 

establishing high-quality environments for children, and they directly 

affect how staff members interact 

with children. When teachers are 

nervous and tense about the 

children’s safety, they will not be 

able to relax and play. An unsafe 

environment usually leads to 

spending too much time on 

behavior management (“Don’t 

touch that”; “Don’t climb there”) 

and too few opportunities to join 

children in the kind of active 

exploration that facilitates learning. 

Home visitors can help parents 

identify safety hazards in the home 

and some strategies for arranging 

the home environment to meet 

the child’s developmental needs. 

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E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

Caregivers need to create places 

where children can retreat from the 

group for some alone time. The 

noise and activity of a toddler 

classroom can be overwhelming, 

and children need the opportunity 

to spend time alone. Cozy book 

corners, lofts, or other small play 

structures can provide an escape 

for the toddler but permit safe 

supervision. 

Infants, especially, can be easily overstimulated. Watch for the baby’s 

cues about whether certain toys 

and experiences are distressing. In 

an overstimulating environment, 

infants may be irritable and fussy 

or may disengage or go to sleep to 

tune out the environment. Infants 

can be overstimulated in any of 

their senses—by too many highly 

contrasting colors or harsh lights, 

by too much noise or activity, or 

by being touched and handled by 

too many people. 

One aspect of a child’s sense of 

comfort and trust comes from how 

well the center-based environment 

reflects her home language and 

culture. Infants and toddlers are 

just developing their sense of identity and self-esteem and depend on 

the sensitivity of their caregivers 

to respond to them in ways that 

affirm their developing sense of self. 

Staff development and training in 

the area of cultural diversity is critical 

for the success of any program. 

Home visiting and group socialization experiences present some 

differences for programs that are new 

to working with expectant parents 

and families with infants and toddlers. Home visitors working with 

new parents pay particular attention 

to the parent–child attachment and 

to the family adjustment to parenthood, breastfeeding education, 

establishing a medical home, and 

ensuring a safe physical environment 

from the perspective of a young 

baby. If the same home visitor is to 

stay with the family potentially 

throughout the child’s enrollment in 

Early Head Start and Head Start, he 

or she may need additional training 

to understand the changing needs of 

children as they move from infancy 
 

TECHNICAL ASSISTANCE PAPER NO .8 

to toddlerhood and the preschool years. 

To preserve the continuity for the 

family, it is well worth providing the 

additional professional development 

rather than changing home visitors. 

Group “socialization” experiences 

in the home-based program option 

for infants and toddlers is an opportunity for parent–child group 

interaction. The purpose of socialization experiences for infants and 

toddlers is to support child development by strengthening the 

parent–child relationship. Socialization offers structured and 

unstructured learning opportunities 

for both children and parents, an 

opportunity for staff members to 

model successful strategies for engaging children and supporting their 

development, and a place for parents 

to share the joys and complexities of 

parenting. In contrast, socializations 

for preschool-age children are 

focused on peer group interaction 

and children’s social skills in the 

group context. The Head Start 

Bureau Information Memorandum 

Child Development Services During 

Home Visits and Socializations in the 

Early Head Start Home-Based Program 

Option (U.S. Department of Health 

and Human Services, 2000) states: 

Socialization experiences for 

infants and toddlers support 

child development by focusing 

on relationships and are 

planned to support parents’ 

interaction with their children. 

All activities should be appropriate 

for the ages and developmental 

level of the children present, 

and take into consideration 

adult needs and learning styles. 

Programs should consider the 

different developmental needs 

of young infants, mobile 

infants, and toddlers when 

planning socialization experiences. 

For example, young infants 

may tire easily and only 

tolerate group experiences of a 

short duration, while toddlers 

might enjoy a longer or more 

active group experience. For 

this reason, Early Head Start 

grantees may consider forming 

socialization groups based on 

the developmental level of the 

children: young infants, mobile infants, 

and toddlers. Mixed age groups can be 

appropriate for families with multiple 

children under three years of age or 

other family circumstances. Both models 

support the parent-child relationship 

when the experiences are planned to 

meet the developmental needs of the 

children in Early Head Start. Programs 

might consider separate accommodations for older siblings of the children 

enrolled in Early Head Start so that the 

parent is fully available to focus on the 

infant or toddler during the socialization experience. 

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E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

BRAIN DEVELOPMENT AND 

LEARNING 

The most recent research on early 

brain development highlights the 

“pruning” process that occurs in the 

connections among brain cells. This 

process literally shapes the structures 

of the brain by strengthening the 

connections among frequently used 

cells and by weakening or eliminating the connections among brain 

cells that are not used (National 

Research Council & Institute of 

Medicine, 2000). The research has 

been misunderstood to mean that 

infants need constant stimulation or 

special toys and activities to stimulate their brain development. This 

interpretation is not true. Interactions that take place through daily 

caretaking routines such as holding, 

rocking, bathing, feeding, dressing, 

and talking to infants all help create 

new connections in the brain. 

Infants do not need toys or products 

that are specially made to stimulate 

brain development, and these items 

will not make a smarter baby. Children need a variety of play materials 

that challenge them at different ages 

and that capture their interest and 

imagination. For example, blocks 

can be used by older infants for 

stacking or, when hollow, for using 

as containers to fill up and dump 

out; they can also be used by toddlers 

and preschoolers for building structures that support their pretend play. 

A comprehensive approach to curriculum addresses learning goals in 

all developmental domains—motor, 

sensory, language, cognitive, social, 

and emotional skills. Infants and 

toddlers learn new skills through 

their interaction with and exploration 

of the world around them. Rote 

teaching of discrete skills is developmentally inappropriate. Moreover, 

each area of development relates to 

and influences the others. For 

infants and toddlers, it is impossible 

to separate one developmental area, 

such as cognitive development, from 

any other. For example, an infant 

playing pat-a-cake with his caregiver 

is learning language skills (words and 

sounds), cognitive skills (imitation), 

motor skills (bringing his hands 

together in front of his body), social 

skills (turn taking), and emotional 

development (gestures have meaning 

and playing together is fun). What is 

needed is to (a) create an approach to 

curriculum planning that allows the 

EHS staff members and parents to 

collaboratively develop learning 

goals, (b) identify the experiences 

they want children to have in the 

program, and (c) do what is 

necessary to create those learning 

opportunities. 

Although infants, toddlers, and 

preschoolers all have unique needs, 

programs providing coordinated 

birth-to-five services share common 

goals. The section that follows discusses how Early Head Start and 

Head Start, together, can best support the rapidly changing needs of 

children and families throughout the 

child’s first 5 years. 
9
 

TECHNICAL ASSISTANCE PAPER NO .8 
10 

E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

Building a 

Strong Birth-toFive Head Start 

Program 

Astrong, coordinated birth-tofive effort takes careful 

planning and strong leadership. 

Management systems such as 

program governance, planning, communication, as well as record 

keeping and reporting are critical 

components of effective programs. 

Program leaders, for example, form 

governing and advisory bodies that 

include adequate representation from 

both EHS and HS programs to 

ensure that each entity has a strong 

and respected voice in program services. Carefully planned and effective 

systems for communicating and 

record keeping allow for sharing of 

information, service coordination, 

and follow-up across the whole 

program. A number of administrative issues, program practices, and 

staff development opportunities are 

detailed in the following sections. 

Administrative Issues. Program administrators can do a number of things 

related to funding that supports 

birth-to-five programming. The 

following issues are important to 

keep in mind: 

Grantees with both EHS and HS 

programs are expected to submit 

one refunding application for both 

programs. However, each grantee’s 

EHS and HS programs will submit 

separate budgets because the funding comes from separate EHS and 

HS program accounts. 

Grantees are allowed a maximum of 

15% of the budget for administrative 

costs, which can be calculated across 

the EHS and HS budgets. Similarly, 

in-kind contributions can be 

calculated across both the EHS 

and HS budgets. 

The federal regulations that require 

grantees to offer at least 10% of 

enrollment opportunities to children 

with disabilities and no more than 

10% to children from families who 

are over-income are calculated separately for EHS and HS. This procedure is to ensure that the number 

of enrollment opportunities are 

equally represented in the EHS 

and HS programs. 

Program Practices. Although EHS and 

HS programs are legislated and funded 

separately, programmatic practices 

help to ensure that families experience 

coordinated services. 

Program managers may consider 

how programs can “share” staff 

members when a family has an 

infant in Early Head Start and a 

preschooler in Head Start. In this 

case, a home visitor who is qualified 

in early childhood birth-to-five 

could provide both EHS and HS 

services to the family rather than 

assign separate home visitors from 

each program. 

The EHS and HS programs might 

also consider creating positions 

that work across both programs, 

for example, content area specialists, including health or mental 
TECHNICAL ASSISTANCE PAPER NO .8 

health specialists, disabilities specialists, or education specialists. 

Such staff members would need to 

have training and experience in 

providing services to children and 

families from prenatal stages to age 

5. The benefit of “sharing” staff 

positions is the integrated 

approach to service delivery and 

the continuity for families as well 

as for transitions between Early 

Head Start and Head Start.Both of 

these options present budget 

considerations such as cost 

allocation and require careful 

fiscal management, but they are 

well worth the effort to coordinate 

birth-to-five services. 

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E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

THE TRANSITION FROM 

EARLY HEAD START TO HEAD 

START 

When a grantee operates an EHS 

and a HS program, the HS program 

is expected to serve the children 

from the agency’s EHS program 

[Head Start Act 645A (b)(7)]. This 

expectation is not the case for standalone EHS programs who do not offer 

HS services. In those programs, 

Early Head Start is not required to 

transition their children into the 

community’s HS program, and the 

HS program is not required to “save” 

spots for the EHS children. It is in 

the best interests of children and 

families for the two programs to work 

together to develop systems that provide the coordinated and continuous 

services in their community. 

When a child leaves Early Head 

Start and enters Head Start, the 

family’s income must be reassessed to 

determine whether the family meets 

income eligibility requirements for 

Head Start. If the family of a child 

leaving Early Head Start no longer 

meets the income eligibility criteria 

for Head Start, then the EHS program can assist the family in finding 

an alternative preschool placement. 

Another possibility is that the child 

could be enrolled in Head Start as 

part of the enrollment that HS 

programs can offer to families who 

are above the federal poverty 

guidelines but who meet other 

eligibility and selection criteria. 

Some EHS programs have met the 

challenge of providing developmentally appropriate services to 

3-year-olds by creating “transition 

classrooms.” Grantees that offer 

services to children from birth to age 

5 can have EHS and HS children in 

the same classroom if they do the 

following (Early Head Start National 

Resource Center, 2004): 
13 

TECHNICAL ASSISTANCE PAPER NO .8 

Obtain regional office approval on a 

grantee by grantee basis. This 

procedure must be done through 

the grantee’s regional office 

program specialist. 

Follow the appropriate regulations 

for group size, child-and-teacher 

ratio, and teacher qualifications. 

When 3-year-olds who are 

enrolled in Early Head Start are in 

a class with HS children, the ratio 

of children to teachers must be 

4:1, with a maximum group size of 

eight children and two qualified 

teachers as required by the Head 

Start Program Performance 

Standards [45 CFR 1304.52(g)(4)]. 

Maintain separate funding accounts, 

when applicable. 

When children make the transition from Early Head Start to Head 

Start, it is helpful to foster continuity 

by (a) arranging visits to the new 

classroom so the children and families 

can become familiar with the 

teacher and setting; (b) sharing information with the new teachers so 

they can learn about the children’s 

interests and preferences; and (c) 

following similar routines in the new 

setting as children adjust to their 

surroundings. 

Head Start Program

Performance Standards 

Grantee and delegate agencies must establish and maintain procedures to 

support successful transitions for enrolled children and families from 

previous child care programs into Early Head Start or Head Start and from 

Head Start into elementary school, a Title 1 of the Elementary 

and Secondary Education Act preschool program, or other child care 

settings. These procedures must include: 

Coordinating with the schools or other agencies to ensure that 

individual Early Head Start or Head Start children’s relevant records are 

transferred to the school or next placement in which a child will enroll 

or from earlier placements to Early Head Start or Head Start; 

Outreach to encourage communication between Early Head Start or 

Head Start staff and their counterpartsin the schools and other child 

care settings including principals, teachers, social workers and health 

staff to facilitate continuity of programming; 

Initiating meetings involving Head Start teachers and parents and 

kindergarten or elementary school teachers to discuss the developmental progress and abilities of individual children; and 

Initiating joint transition-related training for Early Head Start or 

Head Start staff and school or other child development staff. [Source: 

45 CFR 1304.41(c)(1–3)] 
E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

14 

The greatest challenge to integrating our Early 

Head Start and Head Start has been how to create a service delivery system that will facilitate 

effective and successful transitions for children and families. For young children, the transition is much more than 

simply changing buildings or settings; it means learning a 

new set of rules and behavior as well as getting to know a 

new peer group and new teachers. Thus, we developed a 

transition plan from Early Head Start into Head Start and 

from Head Start to kindergarten. Our plan spells out the 

specific roles and responsibilities for individuals involved in 

the transition to reduce differences and enhance similarities 

between environments, which helps to ensure a smooth 

transition for children. 

San Francisco State University Head Start Program) 

PROGRAM VOICES Additional transitions for 

programs to consider include the 

following: 

The transition from EHS prenatal 

services to a child development 

program option. Expectant families 

enrolled in Early Head Start make 

the transition to a center-based, 

home-based, or combination 

program option when their baby is 

born. Programs must plan how 

they will simultaneously provide 

services to pregnant women while 

ensuring that space will be available 

for the infants in one of the child 

development program options and 

that the available option will meet 

the needs of the child and family. 

Helping families plan for this 

transition should begin from the 

time the expectant family is 

enrolled in Early Head Start. The 

Family Partnership Agreement 

process offers the opportunity to 

begin planning for EHS services 

after the birth of the baby. EHS 

program staff members work with 

the parents to identify family 

needs and prepare for a smooth 

transition for the family when the 

baby is born. 
Transitions from one program option 

to another. Programs that offer a 

variety of program options 

recognize the changing and 

diverse needs of families during 

the course of their enrollment. 

When a child moves from one 

program option to another, the 

adjustment to new settings, routines, 

and relationships is stressful for 

children and families. These 

transitions can be eased with joint 

planning, information sharing, open 

communication, and time to adjust. 

Transitions for children with 

disabilities from Part C to Part B 

services. Infants and toddlers with 

disabilities who participate in 

programs funded through Part C of 

the Individuals with Disabilities 

Education Act (IDEA), the federal 

program for infants and toddlers 

with disabilities, transition to Part 

B, the program for preschool 

children with disabilities, when they 

are 3 years old. Transition services 

are mandated by IDEA and may 

include transition meetings, developmental assessments, and coordination with community partners. 

TECHNICAL ASSISTANCE PAPER NO .8 

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E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

JOINT TRAINING AND STAFF 

DEVELOPMENT 

The 1998 reauthorization of the 

Head Start Act mandated that at 

least 50% of all EHS and HS teachers have at least an associate in arts 

degree (AA) in early childhood education or a related field. The Head 

Start Program Performance Standards specify additional 

qualifications specifically for teachers 

working with infants and toddlers 

[CFR 1304.52(f)]. 

One of the challenges in combining 

EHS and HS programs is preparing 

and training staff members to think 

about the program from a birth-tofive perspective. Joint training 

experiences offer an opportunity to 

build a strong sense of community 

between Early Head Start and Head 

Start and to motivate staff members 

to work toward common goals. 

Examples of joint training opportunities that can benefit EHS and HS 

staff members include the following: 

Child development from prenatal 

stages to age 5. Staff members from 

both entities benefit when they 

learn about the nuances of early 

development as children grow. 

Infant and toddler teachers and 

home visitors can support emerging 

abilities when they know what 

“comes next” and how the skills 

the children are gaining now will 

benefit them in the future. 

Preschool teachers and home 

visitors likewise can better support 

child development when they 

understand the foundational skills 

their preschoolers bring to Head 

Start. 

Similarities and differences between 

Earl Head Start and Head Start. 

Understanding the differences and 

similarities of both program entities 

can lead to greater appreciation 

and respect for what each program 

offers and how both programs 

work together to fully support 

young children and families. 
T ECHNICAL A SSISTANCE PAPER N O .8 

17 

Developing a shared mission and 

philosophy. When staff members 

see the “big picture” and can 

identify common goals, they can 

more easily understand how 

program practices and policies 

support those goals. 

Cultural continuity, language, and 

literacy. Continuity between home 

and child-care settings provides 

children with a feeling of belonging 

and sense of security and has a 

powerful effect on their identity 

formation. Parents who are from 

linguistically diverse backgrounds 

may have specific literacy goals for 

their children. For example, some 

parents may prefer that their 

infant first become fluent in their 

native language and learn English 

later. Other parents may want to 

their children to learn both languages at the same time. And yet 

other families may prefer that 

their child be exposed only to 

English when outside of the home. 

Further, parent’s literacy goals 

often change as their children age. 

Working together, Early Head 

Start and Head Start programs can 

help empower parents to make 

informed decisions about their 

child’s early language and literacy 

goals. 
18 

E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

Reflective Supervision 

Program leaders can help staff members develop self-awareness as a tool for 

promoting healthy relationships in their program. Just as we speak about the 

importance of relationships between children and parents, or between staff 

members and families, we need to recognize the importance of the relationships 

that staff members build with one another. These relationships can enhance 

or inhibit successful partnerships between Early Head Start and Head Start. It 

is important for staff members to take stock of their own temperament, 

working style, as well as feelings and reactions to program policies and 

practices so they can use that information to work more effectively. Regular 

opportunities for staff members to meet with their supervisors can provide a 

safe place to talk openly about their positive and negative feelings as well as 

the challenges or frustrations they might encounter in their work. A safe and 

supportive supervisory relationship to explore these normal feelings can help 

staff members better understand how their thoughts and behavior affect the 

work. Armed with self-awareness, they are able to build more effective 

partnerships and be more successful in all aspects of their work. 

Environments. Help staff members 

understand how the physical space 

is set-up differently according to 

the developmental needs of the 

children. 

Program options. Staff members 

can think flexibly about meeting 

changing family needs if the EHS 

and HS programs have a range of 

options to offer families. The rapid 

rate of growth in the early years 

often translates into different 

needs. For example, a new parent 

might prefer home visits when her 

baby is very young and might 

require center-based services when 

the child is older and the parent is 

ready to return to work. Program 

staff members can be prepared to 

help families assess which program 

options are right for them and to 

move from one program option to 

another as their needs change. 

Creating an open environment in 

which differences are respected and 

valued is reflected in all aspects of 

collaboration between Early Head 

Start and Head Start: program planning, policies and procedures; hiring 

practices, supervisory relationships, 

and staff development opportunities; 

and most importantly in the daily 

interactions among staff members, 

parents, and children. 
TECHNICAL ASSISTANCE PAPER NO .8 

PROGRAM VOICES 

The challenge is trying to get a holistic, integrated 

approach for birth-to-five programs. Children are 

at different developmental stages, and staff 

members have varying levels of knowledge and understanding about working with children from a birth-to five 

perspective. Our program has taken the responsibility to 

“grow” home educators and providers to serve the children 

and families. In response to this challenge, the program has 

invested time and money to train staff, and we also have a 

professional development coordinator who works closely 

with staff to encourage completion of AA and BA degrees. 

(Tulare County Office of Education, Visalia, CA) 

Children and families reap the 

benefits of quality birth-to-five programming through the ongoing 

relationships that families develop 

with EHS and HS staff members. 

One of the strengths shared by Early 

Head Start and Head Start is the 

opportunity for parent involvement 

and the partnerships that form 

between families and staff members. 

These relationships begin to form 

from the first contact the family has 

with the program and deepen over 

time. Naturally, a family who is able 

to maintain the relationships they 

have established at the entry of the 

program—beginning in the prenatal 

period; continuing through the 

infant, toddler, and preschool years; 

and lasting until school entry— 

receive a wonderful gift. The power 

of trusting and supportive relationships inspires families to find their 

own solutions and achieve their 

goals. Families will continue to benefit from these early positive 

experiences in Early Head Start and 

Head Start as they use these skills to 

advocate for their child and family 

throughout their child’s years in 

school and for the rest of their lives. 

19 
20 

E ARLY HEAD S TART NATIONAL RESOURCE C ENTER 

References and 

Resources 

Brazelton, T. B., & Greenspan, S. I. 

(2000). The irreducible needs of 

children: What every child must have to 

grow, learn, and flourish. 

Cambridge, MA: Perseus. 

Early Head Start National Resource 

Center (2004, March). The journey to 

creating a high quality birth-to-five 

program [Audioconference]. 

Sponsored by the Early Head Start 

National Resource Center, 

Washington, DC. 

Early Head Start National Resource 

Center (2004). Transition strategies: 

Continuity and change in the lives of 

infants and toddlers. Washington, DC: 

Head Start Bureau, U.S. Department 

of Health and Human Services. 

Lally, J. R., Griffin, A., Fenichel, E., Segal, 

M., Szanton, E. S., & Weissbourd, B. (2003). 

Caring for infants and toddlers in 

groups: Developmentally appropriate 

practice. Washington, DC: ZERO 

TO THREE. 

Lally, J. R., Mangione P. L., Signer, S., 

Butterfield, G. O., & Gilford, S. (1993). 

Essential connections: Ten keys to 

culturally sensitive child care 

[Videotape]. Sausolito, CA: The 

Program for Infant/Toddler 

Caregivers (developed collaboratively by the California Department of 

Education and WestEd). 

Lally, J. R., & Signer, S. M. (2003). 

Introduction to continuity. Sausalito, 

CA: WestEd, The Program for Infant 

Toddler Caregivers. 

Mangione, P. L. (Ed.) (1995). Infant/ 

toddler caregiving: A guide to culturally 

sensitive care. Sacramento, CA: 

California Department of Education. 

National Research Council, & Institute 

of Medicine (2000). From neurons to 

neighborhoods: The science of early 

childhood development (J. P. Shonkoff 

& D. A. Phillips, Eds.). Committee 

on Integrating the Science of Early 

Childhood Development; Board on 

Children, Youth, and Families; 

Commission on Behavioral and 

Social Sciences and Education. 

Washington, DC: National 

Academy Press. 

U.S. Department of Health and Human 

Services (1994). Statement of the 

Advisory Committee on Services to 

Infants and Toddlers. 

Washington, DC: Author. 

U.S. Department of Health and Human 

Services (2000). Child development 

services during home visits and socializations in the Early Head Start HomeBased Program option (Head Start 

Bureau Information Memorandum 

ACYF-IM-HS-00-22), Available at 

http://www.headstartinfo.org/publications/im00/im0022a.htm 

U.S. Department of Health and Human 

Services (2004). What do we mean by 

continuity of care in out-of-home care 

settings? (EHS Tip Sheet No. 21) 

Available at http://www.headstart 

info.org/infocenter/ehstipsheet/tip21. 

htm 

Head Start 

Training Guides 

Effective transition practices: 

Facilitating continuity (2000). Available 

at http://www.headstartinfo.org/ 

publications/effectivetransitions/ 

index.htm 

Infant and toddler transitions (1999). 

Available at http://www.headstart 

info.org/publications/infant-toddler 

transitions/index.htm 

Planning for transitions (1997). 

Available at http://www.headstart 

info.org/publications/Planning 

Transitions/index.htm 

Transitions: Parents are key (2000). 

Available at http://www.headstart 

info.org/publications/transitions 

parentskey/index.htm 
TECHNICAL ASSISTANCE

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PAPER EN O . 7 ARLY 

HEAD 

START 

NATIONAL 

RESOURCE 

CENTER