Parents and families encourage and advocate for their child's learning and development as they transition to new learning environments..

Families participate in leadership development, decision-making, program policy development, or community and state organizing activities to improve children's development and learning experiences.

Teachers know and understand the broad range of content areas and the developmental expectations (i.e., social and emotional, cognitive, expressive and receptive language, motor, adaptive, and English language development) appropriate for young children as outlined by the Head Start Early Learning Framework. Teachers consider what they want children to know, understand, and be able to do using the five essential domains.

Parents and families observe, guide, promote, and participate in the everyday learning of their children at home, school, and in their communities.

Families work with staff to identify and achieve their goals and aspirations.

Families are engaged as equal partners in their children's learning and development.

The director, the governing board, Policy Council, parent committees, and management teams determine the way that Head Start programs engage parents, families, and the community.

Parents and families are safe, healthy, and have increased financial security.

The Head Start Approach to School Readiness means that children are ready for school, families are ready to support their children's learning, and schools are ready for children.