Enhancing Early Care and Education Through Reflective Supervision

Официальное название

Enhancing Early Care and Education Through Reflective Supervision to Promote Adaptive Emotion Regulation in Young Children

Обзор

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.

Вмешательства

• Поведенческое 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.

Первичные конечные точки

• Change from Baseline Teaching Progress Assessment at 9 months [Срок оценки: At baseline (beginning of academic year), and in 9 months]
• Change from Baseline Teaching Progress Assessment at 12 months [Срок оценки: At baseline (beginning of academic year), and in 12 months]
• Change from 9-month Teaching Progress Assessment at 12 months [Срок оценки: 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 [Срок оценки: At baseline (beginning of academic year), and in 9 months]
• Change from Baseline Observed Classroom Quality at 12 months [Срок оценки: At baseline (beginning of academic year), and in 12 months]
• Change from 9-month Observed Classroom Quality at 12 months [Срок оценки: 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 [Срок оценки: At baseline (beginning of academic year), and in 9 months]
• Change from Baseline Child Emotion Regulation at 9 months [Срок оценки: At baseline (beginning of academic year), and in 9 months]
• Change from Baseline Child Prosocial/Communication Skills at 9 months [Срок оценки: At baseline (beginning of academic year), and in 9 months]
• Change from Baseline Child Social Competence at 9 months [Срок оценки: At baseline (beginning of academic year), and in 9 months]

Вторичные конечные точки (11)

• Change from Baseline Supervisor Reflective Capacity at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Change from Baseline Supervisory Competence at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Change from Baseline Supervisor Reflective Functioning at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Change from Baseline Supervisor Well-Being at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Change from Baseline Quality of Reflective Supervision Relationship at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Program Climate assessed by Early Childhood Environment Rating Scale-Revised [Срок оценки: At 9 months (end of academic year)]
• Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Change from Baseline Teacher Reflective Functioning at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Change from Baseline Teacher Well-Being at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]
• Change from Baseline Child Academic Skills at 9 months [Срок оценки: At baseline (beginning of academic year) and in 9 months]

Критерии участия

Критерии включения

• Supervisor in Rhode Island state pre-kindergarten program

Критерии исключения

• Does not meet inclusion criteria above

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Нет

Дизайн исследования

Распределение

Рандомизированное

Модель

Параллельные группы

Маскирование

Простое слепое

Основная цель

Профилактика

Центры проведения

США · 1 центр

• Bradley Hospital — Riverside

Идентификаторы

NCT: NCT05880875 · K23HD107243 · K23HD107243

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

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