Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

Frontiers in Psychology

Ratib Lekhal¹  Elisabet Solheim Buøen²  Turid Suzanne Berg-Nielsen³  Stian Lydersen⁴  May Britt Drugli⁵ 

[1] Department of Communication and Culture, Norwegian Business School, Oslo, Norway;Department of Education, University of Oslo, Oslo, Norway;Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway;Department of Communication and Culture, Norwegian Business School, Oslo, Norway;Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway;Regional Centre for Child and Youth Mental Health and Child Welfare, Faculty of Medicine and Health Science, Department of Mental Health, Norwegian University of Science and Technology (NTNU), Trondheim, Norway;Regional Centre for Child and Youth Mental Health and Child Welfare, Faculty of Medicine and Health Science, Department of Mental Health, Norwegian University of Science and Technology (NTNU), Trondheim, Norway;Regional Centre for Child and Youth Mental Health and Child Welfare, Faculty of Medicine and Health Science, Department of Mental Health, Norwegian University of Science and Technology (NTNU), Trondheim, Norway;Centre of the Study of Educational Practice, Inland Norway University of Applied Sciences, Hamar, Norway;

关键词: childcare quality;    teacher-toddler interactions;    professional development;    classroom assessment scoring system;    cluster randomized controlled trial;   

DOI  :  10.3389/fpsyg.2021.778777

来源: Frontiers

【 授权许可】

CC BY