BIROn - Birkbeck Institutional Research Online

    Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial

    Melhuish, Edward C. and Howard, S.J. and Siraj, I. and Neilsen-Hewett, C. and Kingston, D. and de Rosnay, M. and Duursma, E. and Luu, B. (2016) Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial. Trials 17 (1), p. 602. ISSN 1745-6215.

    [img]
    Preview
    Text
    18697.pdf - Published Version of Record
    Available under License Creative Commons Attribution.

    Download (581kB) | Preview

    Abstract

    Background: A substantial research base documents the benefits of attendance at high-quality early childhood education and care (ECEC) for positive behavioural and learning outcomes. Research has also found that the quality of many young children's experiences and opportunities in ECEC depends on the skills, dispositions and understandings of the early childhood adult educators. Increasingly, research has shown that the quality of children's interactions with educators and their peers, more than any other programme feature, influence what children learn and how they feel about learning. Hence, we sought to investigate the extent to which evidence-based professional development (PD) - focussed on promoting sustained shared thinking through quality interactions - could improve the quality of ECEC and, as a consequence, child outcomes. Methods/design: The Fostering Effective Early Learning (FEEL) study is a cluster randomised controlled trial for evaluating the benefits of a professional development (PD) programme for early childhood educators, compared with no extra PD. Ninety long-day care and preschool centres in New South Wales, Australia, will be selected to ensure representation across National Quality Standards (NQS) ratings, location, centre type and socioeconomic areas. Participating centres will be randomly allocated to one of two groups, stratified by centre type and NQS rating: (1) an intervention group (45 centres) receiving a PD intervention or (2) a control group (45 centres) that continues engaging in typical classroom practice. Randomisation to these groups will occur after the collection of baseline environmental quality ratings. Primary outcomes, at the child level, will be two measures of language development: verbal comprehension and expressive vocabulary. Secondary outcomes at the child level will be measures of early numeracy, social development and self-regulation. Secondary outcomes at the ECEC room level will be measures of environmental quality derived from full-day observations. In all cases, data collectors will be blinded to group allocation. Discussion: This is the first randomised controlled trial of a new approach to PD, which is focussed on activities previously found to be influential in children's early language, numeracy, social and self-regulatory development. Results should inform practitioners, policy-makers and families of the value of specific professional development for early childhood educators. Trial registration: Australian New Zealand Clinical Trials Registry (ACTRN) identifier ACTRN12616000536460. Registered on 27 April 2016. This trial was retrospectively registered, given the first participant (centre) had been enrolled at the time of registration.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): Child development, Early childhood education and care, In-service training, Intervention, Language development, Numeracy, Preschool education, Professional development, Relational and intentional pedagogy, Self-regulation
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Depositing User: Administrator
    Date Deposited: 12 May 2017 08:41
    Last Modified: 19 Dec 2018 11:33
    URI: http://eprints.bbk.ac.uk/id/eprint/18697

    Statistics

    Downloads
    Activity Overview
    18Downloads
    54Hits

    Additional statistics are available via IRStats2.

    Archive Staff Only (login required)

    Edit/View Item Edit/View Item