Details

Autor(en) / Beteiligte

• Bleses, Dorthe
• Jensen, Peter
• Højen, Anders
• Slot, Pauline
• Justice, Laura

Titel

Implementing toddler interventions at scale: The case of “We learn together”

Ist Teil von

• Early childhood research quarterly, 2021-01, Vol.57, p.12-26

Ort / Verlag

Elsevier Inc

Erscheinungsjahr

2021

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• •We adapted an early-stage toddler school-readiness intervention “We learn together” for at scale by using theory of change as a tool and by adapting components from intervention frameworks to a danish context.•We replicated the findings of the early-stage intervention, and demonstrated that a 20-week curriculum with instructional content and supportive tools for teachers can be implemented successfully under real-life even though the effect sizes were somewhat reduced.•The intervention was implemented at the recommended level and only this level of dosage predicted child outcomes.•Parent and child characteristics did not moderate intervention effects. The first years of life are characterized by rapid learning in several school readiness domains, including language, math, and social-emotional skills, all of which are important for later childhood outcomes and academic achievement in school. In this research, we investigate the effects of an early-stage evidence-based school readiness intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore the readiness of this intervention for scaling up. We replicated the findings of a prior trial of this intervention, and demonstrated that a 20-week curriculum with instructional content and supportive tools for teachers to be more explicit and intentional in their interactions with children can be implemented successfully under real-life circumstances and result in positive effects on targeted language and math skills.