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

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

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.

Original language	English
Pages (from-to)	12-26
Number of pages	15
Journal	Early Childhood Research Quarterly
Volume	57
DOIs	https://doi.org/10.1016/j.ecresq.2021.04.008
Publication status	Published - 1 Oct 2021

Bibliographical note

Funding Information:
This research was supported from a grant by from the Ministry of Children and Education and TrygFonden . We wish to thanks the participating municipalities, teachers, and children.

Publisher Copyright:
© 2021

Funding

This research was supported from a grant by from the Ministry of Children and Education and TrygFonden . We wish to thanks the participating municipalities, teachers, and children.

Keywords

At-scale effectiveness study
Language
Math
Replication of first stage trial
School readiness intervention
Social-emotional outcomes
Toddler classrooms

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

1-s2.0-S0885200621000557-mainFinal published version, 652 KBLicence: CC BY-NC-ND

Cite this

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AU - Højen, Anders

AU - Slot, Pauline

AU - Justice, Laura

N1 - Funding Information: This research was supported from a grant by from the Ministry of Children and Education and TrygFonden . We wish to thanks the participating municipalities, teachers, and children. Publisher Copyright: © 2021

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AB - 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.

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

Abstract

Bibliographical note

Funding

Keywords

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