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VIDA - Knowledge-based efforts for socially disadvantaged children in daycare - an inclusive ECEC program: VIDA status report 1. Design and methods

Publikation: Bog/antologi/afhandling/rapportRapportForskningpeer review

Early Childhood Education and Care (ECEC) can enhance the life chances of all
children, and especially socially disadvantaged children. In the Nordic daycare
systems, however, it is not clear if ECEC provides equal social and intellectual opportunities
for socially disadvantaged children. The VIDA intervention program
Knowledge-based efforts for socially disadvantaged children in daycare – a model
program presented in this report, aims at improving all children’s well-being and
cognitive functioning, and specifi cally improving the situation for socially disadvantaged
children through inclusive efforts in daycare.
The objective is to improve our knowledge about effective means and methods
when implementing a new innovative type of early childhood educational efforts
aimed at socially disadvantaged children. This is done by a systematic approach
on the basis of methods developed in the VIDA programs.
This VIDA Report 1 presents the design and methods used in the inclusive ECEC
intervention program.
Two model programs are introduced: the VIDA Basis program and the VIDA+ parental
program. Both programs consist of education and training of VIDA staff
by means of three elements: presentation of theoretical and empirical knowledge
of children’s learning and wellbeing; education, including giving staff the
opportunity to refl ect on their own experiences when working with socially
disadvantaged children at their center; and, fi nally, training on how to renew
practices at local level on the basis of VIDA program guidelines. The aim of the
fi rst program (VIDA Basis) is to support children’s learning and well-being and
particularly support socially disadvantaged children, i.e. these children’s socioemotional
development and learning through inclusive efforts. The aim of the
second program is the same kind of improvement of children’s development butin this program parents are involved in the activities too (VIDA+ program). Thus,
the two model programs are similar in that they both direct attention to children
in general and disadvantaged children’s well-being and learning particular;
however they differ in that VIDA+ particularly directs attention to fi nding new
methods for involving parents.
The aim of the VIDA programs is to enhance the innovative competences of managers
and daycare teachers with regard to improving the learning and wellbeing
of children. The objective of the VIDA educational programs is to improve
the way in which staff works with renewing everyday practices in terms of early
efforts for socially disadvantaged children. The two model programs are based
on recent evidence-based knowledge and, specifi cally for the VIDA+program, the
Danish Clearinghouse of Education has made a research review of effective intervention
programs that include parental involvement (see Appendix I). A range
of materials and tools have thus been developed for the VIDA educational program,
including guidelines for working with children’s learning and well-being
through social inclusion. The program builds on three perspectives: 1) a resourceoriented
and asset perspective on socially disadvantaged children as children
with potential (not defi cit), 2) a learning perspective that views participants in
the program (children, teachers and parents) as active, refl ective learners, and 3)
an organizational learning perspective (staff qualifi cation in the entire daycare
The VIDA education and training sessions thus build on methods that improve
professionals’ ability to convert scientifi c knowledge into practice through
knowledge sharing and innovative experiments. Thus the program combines
professionals’ personal knowledge and practice-based experiences, i.e. combines
tacit knowledge with explicit scientifi c knowledge acquisition and sharing. The
VIDA and VIDA+ education programs encourage participants to work with both
explicit and implicit (tacit) knowledge in order to improve the efforts for children.
The role of managers is important as they are central in facilitating this kind of
knowledge sharing and these learning processes by involving all employees in
the centers. Consequently, as part of the VIDA education program, managers are
offered management education and training especially targeted at capacitating
employees to implement the VIDA programs through collaboration and joint efforts. EFFECT STUDY
VIDA has been implemented and studied in four municipalities; 120 daycare centers
were selected, 40 were randomly allocated to one intervention group (VIDA
Basis), and 40 were randomly allocated to the other intervention group (VIDA+).
The fi nal 40 were allocated to a control group. Staff at the daycare center assesses
each child using the well-known Strengths and Diffi culties Questionnaire (SDQ)
and Early Learning Outcomes Questionnaire. The latter is inspired by the Effective
Provision of Pre-school Education (EPPE) project (Sammons et al, 2004, Sylva
et al., 2011). Data has been collected from 7000 children aged between 3 and 6 on
three occasions: at the start of the project in March 2010, in March 2011 and at
the end in March 2013.Data for case studies are collected through staff surveys
(N=235), interviews and follow-up observation studies with a view to learning
how the centers are progressing. Statistical methods used in the analyses of the
effects of the ASP program will be used to analyze the VIDA data, fi rstly a nonparametric
growth-curve model that takes into account the hierarchical nature
of the data, and secondly a difference-in-difference method that is solely based
on within-child differences between the two intervention groups (VIDA Basis
and VIDA+) and the control group.
The VIDA project is organized in groups that each has their own area of responsibility.
There is a large degree of collaboration and coordination between the
groups in order to ensure that every stage follows the overall aims of the programs,
as well as the milestones and methods developed. An education group is
responsible for implementing VIDA education and training programs. A research
group is responsible for the overall design and methods used in the randomized
controlled experiment, data collection and analysis. A project group (including
representatives from the other groups) is responsible for coordinating design
and method development as well as for coordinating all aspects of the program.
Moreover, the project’s results are disseminated on a regular basis through reports,
at conferences, seminars and schools, and through networking in a manner
that ensures that all parties interested in the fi eld will continue to benefi t
from the project’s results. A cross-disciplinary group has been established with
representative directors and managers from the four municipalities involved in
the project, as well as the project manager and partners from the Metropolitan
University College involved in order to develop ideas of how to implement the
VIDA program at a larger scale on the basis of experiences of the VIDA project
and its results.
The project will run from 2010-2013 .
ForlagVIDA-projektet, Aarhus Universitet, Institut for Uddannelse og Pædagogik
Antal sider101
ISBN (Trykt)978-87-7281-687-6
Rekvirerende organSocial-børne- og integrations Ministeriet
StatusUdgivet - 2012
SerietitelVIDA research series


  • Early childhood, Social udsathed/arv

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