Details

Autor(en) / Beteiligte

• Bleses, Dorthe
• Jensen, Peter
• Højen, Anders
• Willemsen, Marinka M.
• Slot, Pauline
• Justice, Laura M.

Titel

Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Ist Teil von

• Early childhood research quarterly, 2024-01, Vol.67, p.252-264

Ort / Verlag

Elsevier Inc

Erscheinungsjahr

2024

Link zum Volltext

Quelle

Elsevier ScienceDirect Journals Complete

Beschreibungen/Notizen

• •We conducted secondary analyses exploring intervention effects across thecenter- and family-based programs.•Analyses showed that the social validity of the intervention was high, but even higher in family-based programs.•Family-based teachers tended to implement more small-group activities and had more conversations with individual children.•There were no differential impacts on child outcomes across the two contexts.•The intervention had positive effects on teachers’ use of counting and math activities in both settings. Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and intentional in their interactions had a significantly positive effect on targeted child outcomes. In this follow-up paper, we conducted secondary analyses exploring effects of the intervention across the two contexts, center- and family-based programs. Analyses showed that the social validity of the intervention was generally high in both settings, but even higher in family-based than center-based programs. Findings also showed that teachers in both types of programs implemented the intervention at a satisfactory level, but family-based teachers tended to implement more small-group activities and had more conversations with individual children. There were no differential impacts on child outcomes across the two contexts, except for an overall significant spill-over effect on the outcome of empathy within center-based care. Finally, we found that the intervention had positive effects on teachers’ use of counting and math activities in both types of programs.