Predicting school readiness program implementation in community-based childcare centers

Frontiers in Psychology

article

Leah J. Hunter¹  Benjamin L. Bayly²  Karen L. Bierman³  Janet A. Welsh⁴  Julia M. Gest³ 

[1] Department of Psychology, University of Pittsburgh;Department of Agricultural Economics, Sociology, and Education, College of Agricultural Sciences, The Pennsylvania State University, University Park;Department of Psychology, The Pennsylvania State University;Edna Bennett Pierce Prevention Research Center, College of Health and Human Development, The Pennsylvania State University

关键词: school readiness (SR);    implementation (key words);    Childcare center;    Social-Emotional Learning (SEL);    Literacy skills;   

DOI  :  10.3389/fpsyg.2022.1023505

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Targeted curricular interventions can increase preschool program quality and boost children’s academic and social-emotional readiness skills, but variable funding and weak organizational infrastructure in many community-based childcare centers may reduce the effective implementation of these programs. This study examined individual teacher and workplace predictors of the REDI program implementation, a targeted school readiness program that was adapted to support delivery in childcare centers. REDI was delivered by 63 teachers in 37 community-based childcare centers with center directors serving as local implementation coaches. Results showed that individual teacher factors (e.g., teaching skills, receptivity to intervention consultation) predicted the quality with which REDI activities and teaching strategies were delivered, and workplace factors were important predictors across multiple implementation indicators. Practice and policy implications for improving intervention implementation and corresponding program quality in childcare centers are highlighted.

【 授权许可】

CC BY