Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools

Frontiers in Psychology

Psychology

Edward Melhuish¹  Denise Kingston¹  Runke Huang¹  Iram Siraj¹  Julian Gardiner¹  Steven J. Howard²  Cathrine Neilsen-Hewett²  Marc De Rosnay²  Betty Luu² 

[1] Department of Education, University of Oxford, Oxford, United Kingdom;Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia;

关键词: early childhood;    professional development;    intervention;    randomised controlled trial;    quality rating scales;    child development;   

DOI  :  10.3389/fpsyg.2022.1092284

 received in 2022-11-07, accepted in 2022-11-30,  发布年份 2023

来源: Frontiers

【 摘 要 】

IntroductionSubstantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD).MethodsThe current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school.ResultsResults indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development.DiscussionThis study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.

【 授权许可】

Unknown   
Copyright © 2023 Siraj, Melhuish, Howard, Neilsen-Hewett, Kingston, De Rosnay, Huang, Gardiner and Luu.