Enhancing Early Care and Education Through Reflective Supervision
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Reflective Supervision Enhancement.
- Who it may be relevant to
- Registry conditions: Emotion Regulation. Basic parameters: from 18 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- United States
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
Unsure about the terms? Read our patient guide →
Official title
Enhancing Early Care and Education Through Reflective Supervision to Promote Adaptive Emotion Regulation in Young Children
Overview
The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.
Interventions
- Behavioral Reflective Supervision Enhancement
The Reflective Supervision enhancement is a professional development series designed to train and support directors and education coordinators supervising state pre-kindergarten classrooms in using a reflective supervision approach with their staff.
Primary outcome measures
- Change from Baseline Teaching Progress Assessment at 9 months [Time frame: At baseline (beginning of academic year), and in 9 months]
- Change from Baseline Teaching Progress Assessment at 12 months [Time frame: At baseline (beginning of academic year), and in 12 months]
- Change from 9-month Teaching Progress Assessment at 12 months [Time frame: At 9 months (end of academic year), and in 12 months (beginning of next academic year)]
- Change from Baseline Observed Classroom Quality at 9 months [Time frame: At baseline (beginning of academic year), and in 9 months]
- Change from Baseline Observed Classroom Quality at 12 months [Time frame: At baseline (beginning of academic year), and in 12 months]
- Change from 9-month Observed Classroom Quality at 12 months [Time frame: At 9 months (end of academic year), and in 12 months (beginning of next academic year)]
- Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months [Time frame: At baseline (beginning of academic year), and in 9 months]
- Change from Baseline Child Emotion Regulation at 9 months [Time frame: At baseline (beginning of academic year), and in 9 months]
- Change from Baseline Child Prosocial/Communication Skills at 9 months [Time frame: At baseline (beginning of academic year), and in 9 months]
- Change from Baseline Child Social Competence at 9 months [Time frame: At baseline (beginning of academic year), and in 9 months]
Secondary outcome measures (11)
- Change from Baseline Supervisor Reflective Capacity at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
- Change from Baseline Supervisory Competence at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
- Change from Baseline Supervisor Reflective Functioning at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
- Change from Baseline Supervisor Well-Being at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
- Change from Baseline Quality of Reflective Supervision Relationship at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
- Program Climate assessed by Early Childhood Environment Rating Scale-Revised [Time frame: At 9 months (end of academic year)]
- Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report [Time frame: At baseline (beginning of academic year) and in 9 months]
- Change from Baseline Teacher Reflective Functioning at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
- Change from Baseline Teacher Well-Being at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
- Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
- Change from Baseline Child Academic Skills at 9 months [Time frame: At baseline (beginning of academic year) and in 9 months]
Eligibility criteria
Inclusion criteria
- Supervisor in Rhode Island state pre-kindergarten program
Exclusion criteria
- Does not meet inclusion criteria above
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: No
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Prevention
Study locations
United States · 1 center
- Bradley Hospital — Riverside
Identifiers
NCT: NCT05880875 · K23HD107243 · K23HD107243