Implementing toddler interventions at scale: The case of “We learn together"

Dorthe Bleses; Peter Jensen; Anders Højen; Pauline Slot; Laura Justice

doi:10.1016/j.ecresq.2021.04.008

Implementing toddler interventions at scale: The case of “We learn together"

Dorthe Bleses, Peter Jensen, Anders Højen, Pauline Slot, Laura Justice

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

11 Citationer (Scopus)

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Abstract

The first years of life are characterized by rapid learning in several school readiness domains, including language, math, and social-emotional skills, all of which are important for later childhood outcomes and academic achievement in school. In this research, we investigate the effects of an early-stage evidence-based school readiness intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore the readiness of this intervention for scaling up. We replicated the findings of a prior trial of this intervention, and demonstrated that a 20-week curriculum with instructional content and supportive tools for teachers to be more explicit and intentional in their interactions with children can be implemented successfully under real-life circumstances and result in positive effects on targeted language and math skills.

Originalsprog	Engelsk
Tidsskrift	Early Childhood Research Quarterly
Vol/bind	57
Sider (fra-til)	12-26
Antal sider	15
ISSN	0885-2006
DOI	https://doi.org/10.1016/j.ecresq.2021.04.008
Status	Udgivet - 1 okt. 2021

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10.1016/j.ecresq.2021.04.008Licens: CC BY-NC-ND

Implementing toddler interventions at scale: The case of “We learn together”Forlagets udgivne version, 652 KBLicens: CC BY-NC-ND

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AU - Slot, Pauline

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Implementing toddler interventions at scale: The case of “We learn together"

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