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

The effectiveness of the Thrive by Three intervention, a 10-month, multicomponent, in-service professional development model to promote the quality of caregiver-toddler interactions (i.e., process quality), was tested utilizing a clustered randomized controlled design. Eighty childcare centers with...

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Autores principales:	Elisabet Solheim Buøen, Ratib Lekhal, Stian Lydersen, Turid Suzanne Berg-Nielsen, May Britt Drugli
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	childcare quality teacher-toddler interactions professional development classroom assessment scoring system cluster randomized controlled trial Psychology BF1-990
Acceso en línea:	https://doaj.org/article/e5f4fe84a4144165a5f9755a22f050dd
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spelling	oai:doaj.org-article:e5f4fe84a4144165a5f9755a22f050dd2021-11-18T09:56:44ZPromoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms1664-107810.3389/fpsyg.2021.778777https://doaj.org/article/e5f4fe84a4144165a5f9755a22f050dd2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.778777/fullhttps://doaj.org/toc/1664-1078The effectiveness of the Thrive by Three intervention, a 10-month, multicomponent, in-service professional development model to promote the quality of caregiver-toddler interactions (i.e., process quality), was tested utilizing a clustered randomized controlled design. Eighty childcare centers with 187 toddler classrooms in Norway were randomly assigned to either the Thrive by Three intervention group (n=87) or a usual-activity wait list control group (n=100). Interactional quality was assessed with the Toddler version of the Classroom Assessment Scoring System (CLASS-Toddler) at three timepoints: pre-, mid-, and post-intervention. There were significant group differences in change in quality during the intervention period in both CLASS domains, Emotional and Behavioral Support (EBS), and Engaged Support for Learning (ESL), with greater overall differences in the ESL domain. Quality increased in the intervention groups, but quality decreased in the control group from baseline to post-intervention. There were significant group differences in quality at baseline. The Thrive by Three intervention had a positive effect on teacher-toddler interactions in both the EBS and ESL domains. Results need to be replicated preferably in more diverse samples.Clinical Trial Registration:ClinicalTrials.gov #NCT03879733.Elisabet Solheim BuøenElisabet Solheim BuøenRatib LekhalRatib LekhalStian LydersenTurid Suzanne Berg-NielsenTurid Suzanne Berg-NielsenMay Britt DrugliMay Britt DrugliFrontiers Media S.A.articlechildcare qualityteacher-toddler interactionsprofessional developmentclassroom assessment scoring systemcluster randomized controlled trialPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	childcare quality teacher-toddler interactions professional development classroom assessment scoring system cluster randomized controlled trial Psychology BF1-990
spellingShingle	childcare quality teacher-toddler interactions professional development classroom assessment scoring system cluster randomized controlled trial Psychology BF1-990 Elisabet Solheim Buøen Elisabet Solheim Buøen Ratib Lekhal Ratib Lekhal Stian Lydersen Turid Suzanne Berg-Nielsen Turid Suzanne Berg-Nielsen May Britt Drugli May Britt Drugli Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms
description	The effectiveness of the Thrive by Three intervention, a 10-month, multicomponent, in-service professional development model to promote the quality of caregiver-toddler interactions (i.e., process quality), was tested utilizing a clustered randomized controlled design. Eighty childcare centers with 187 toddler classrooms in Norway were randomly assigned to either the Thrive by Three intervention group (n=87) or a usual-activity wait list control group (n=100). Interactional quality was assessed with the Toddler version of the Classroom Assessment Scoring System (CLASS-Toddler) at three timepoints: pre-, mid-, and post-intervention. There were significant group differences in change in quality during the intervention period in both CLASS domains, Emotional and Behavioral Support (EBS), and Engaged Support for Learning (ESL), with greater overall differences in the ESL domain. Quality increased in the intervention groups, but quality decreased in the control group from baseline to post-intervention. There were significant group differences in quality at baseline. The Thrive by Three intervention had a positive effect on teacher-toddler interactions in both the EBS and ESL domains. Results need to be replicated preferably in more diverse samples.Clinical Trial Registration:ClinicalTrials.gov #NCT03879733.
format	article
author	Elisabet Solheim Buøen Elisabet Solheim Buøen Ratib Lekhal Ratib Lekhal Stian Lydersen Turid Suzanne Berg-Nielsen Turid Suzanne Berg-Nielsen May Britt Drugli May Britt Drugli
author_facet	Elisabet Solheim Buøen Elisabet Solheim Buøen Ratib Lekhal Ratib Lekhal Stian Lydersen Turid Suzanne Berg-Nielsen Turid Suzanne Berg-Nielsen May Britt Drugli May Britt Drugli
author_sort	Elisabet Solheim Buøen
title	Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms
title_short	Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms
title_full	Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms
title_fullStr	Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms
title_full_unstemmed	Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms
title_sort	promoting the quality of teacher-toddler interactions: a randomized controlled trial of “thrive by three” in-service professional development in 187 norwegian toddler classrooms
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/e5f4fe84a4144165a5f9755a22f050dd
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Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

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