Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools
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...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1092284/full |
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| author | Iram Siraj Edward Melhuish Steven J. Howard Cathrine Neilsen-Hewett Denise Kingston Marc De Rosnay Runke Huang Julian Gardiner Betty Luu |
| author_facet | Iram Siraj Edward Melhuish Steven J. Howard Cathrine Neilsen-Hewett Denise Kingston Marc De Rosnay Runke Huang Julian Gardiner Betty Luu |
| author_sort | Iram Siraj |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-11T01:05:33Z |
| format | Article |
| id | doaj.art-af3a67a5a71946c39ef67adbe60f5b96 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-11T01:05:33Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-af3a67a5a71946c39ef67adbe60f5b962023-01-04T12:49:48ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-01-011310.3389/fpsyg.2022.10922841092284Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschoolsIram Siraj0Edward Melhuish1Steven J. Howard2Cathrine Neilsen-Hewett3Denise Kingston4Marc De Rosnay5Runke Huang6Julian Gardiner7Betty Luu8Department of Education, University of Oxford, Oxford, United KingdomDepartment of Education, University of Oxford, Oxford, United KingdomEarly Start and School of Education, University of Wollongong, Wollongong, NSW, AustraliaEarly Start and School of Education, University of Wollongong, Wollongong, NSW, AustraliaDepartment of Education, University of Oxford, Oxford, United KingdomEarly Start and School of Education, University of Wollongong, Wollongong, NSW, AustraliaDepartment of Education, University of Oxford, Oxford, United KingdomDepartment of Education, University of Oxford, Oxford, United KingdomEarly Start and School of Education, University of Wollongong, Wollongong, NSW, AustraliaIntroductionSubstantial 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1092284/fullearly childhoodprofessional developmentinterventionrandomised controlled trialquality rating scaleschild development |
| spellingShingle | Iram Siraj Edward Melhuish Steven J. Howard Cathrine Neilsen-Hewett Denise Kingston Marc De Rosnay Runke Huang Julian Gardiner Betty Luu Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools Frontiers in Psychology early childhood professional development intervention randomised controlled trial quality rating scales child development |
| title | Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools |
| title_full | Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools |
| title_fullStr | Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools |
| title_full_unstemmed | Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools |
| title_short | Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools |
| title_sort | improving quality of teaching and child development a randomised controlled trial of the leadership for learning intervention in preschools |
| topic | early childhood professional development intervention randomised controlled trial quality rating scales child development |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1092284/full |
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