Date of Graduation

Spring 2026

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Committee Chairperson

Eleanor Brown, Ph.D.

Committee Member

Lauren Brumley, Ph.D.

Committee Member

Jodi McKibben, Ph.D.

Abstract

Children growing up in impoverished and low-income households face opportunity gaps that limit their school readiness (Blair & Raver, 2015). Head Start preschool, which serves families facing economic hardship, has been demonstrated to reduce these gaps and enhance school readiness. Further, multiple studies have suggested that arts enriched Head Start may offer particular benefits (e.g., Brown et al., 2010, 2018; Lobo & Winsler, 2008). Yet research to date is limited and has not examined whether the benefits of arts enriched preschool may be uniquely helpful for children facing the greatest economic risk. The present study examines growth in school readiness across a year of preschool attendance for children attending an arts enriched compared with typical Head Start and examines severe economic hardship as a potential moderator. Participants were 265 children ages 3-5 years and their parents or primary caregivers. Children completed a well validated measure of school readiness at the start and end of the preschool year. Results of a repeated measures MANCOVA replicated prior findings of school readiness growth across the year within Head Start preschool, and enhanced growth for children at the arts enriched preschool. Severe economic hardship did not predict school readiness growth and did not moderate the impact of arts enrichment. Implications concern optimizing early childhood interventions for children facing economic hardship, including via arts enrichment.

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