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

INTRODUCTION: Substantial 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-servic...

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Detalles Bibliográficos
Autores principales: Siraj, Iram, Melhuish, Edward, Howard, Steven J., Neilsen-Hewett, Cathrine, Kingston, Denise, De Rosnay, Marc, Huang, Runke, Gardiner, Julian, Luu, Betty
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9845694/
https://www.ncbi.nlm.nih.gov/pubmed/36687934
http://dx.doi.org/10.3389/fpsyg.2022.1092284
Descripción
Sumario:INTRODUCTION: Substantial 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). METHODS: The 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. RESULTS: Results indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development. DISCUSSION: This study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.

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