| Sumario: | This study examines the relationship between early childhood education, parenting, and socio-emotional outcomes among children aged 5–6 years who have experienced adverse childhood experiences (ACEs). ACEs include exposure to parental substance abuse, mental illness, violence, neglect, and single parenthood. The sample consists of 3,718 Head Start-eligible children, with 2,745 (73.8%) having no ACEs, 680 (18.2%) experiencing one ACE, and 293 (8.0%) facing two or more ACEs. Regression analysis reveals that children with a higher number of ACEs exhibit significantly lower socio-emotional skills, highlighting the negative impact of early adversity. While attending Head Start and enrolling in kindergartens with higher academic proficiency levels showed some positive effects on children's socio-emotional development, the impact was marginal. However, children whose parents engaged in positive parenting practices, particularly reading activities, demonstrated significantly better socio-emotional outcomes. Given these findings, ongoing assessment of ACEs is essential to fully understand their effects on children's socio-emotional well-being. Strengthening Head Start's trauma-sensitive strategies and promoting positive parenting practices, such as quality shared reading programs that foster emotional connection and communication, rather than focusing on reading together, along with a well-designed transition program from Head Start to kindergarten, can enhance long-term socio-emotional development and resilience among children facing adversity.
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