Fostering Effective Early Learning (FEEL) study: Effect of a professional development program for early childhood educators on children's cognitive, social and self-regulatory development

Not Applicable

Completed

• Conditions: Early child development; Quality of early childhood education and care provision; Other - Research that is not of generic health relevance and not applicable to specific health categories listed above

• Registration Number: ACTRN12616000536460
• Lead Sponsor: niversity of Wollongong

Brief Summary

Not available

Detailed Description

Not available

Study Timeline

• Results First Posted: 1900-01-01
• Study Start: 2016-04-27
• Last Update Posted: 13 January 2020

Recruitment & Eligibility

• Status: Completed
• Sex: All
• Target Recruitment: 1200

Inclusion Criteria

90 centres have been recruited (approx. ~25% community preschools and ~75% long day care centres) from the Greater Western Sydney, Metropolitan South-Western Sydney, the Illawarra-Shoalhaven region, selected areas of Western NSW and Central Coast. The centres were selected to ensure representation across National Quality Standards ratings (approximately equal numbers of working towards, meeting, exceeding), geographic location (30 metro centres and 60 regional + remote centres) and low to moderate socioeconomic areas (Deciles 1-8, according to SEIFA Advantage and Disadvantage indices), with at least 1/3 of the sample derived from areas of known deprivation. The sample has been selected to ensure representation across these variables, but it will not be fully representative of the population.

To ensure a whole-centre approach to the professional development, centres were required to send at least two staff members to each of the face-to-face professional development sessions. At least one of these staff members was required to be a university-trained Early Childhood Teacher. It was recommended that another be the centre director, but this need not be the case. A maximum of three staff members per centre could be accommodated in the professional development.

Exclusion Criteria

See above re: stratification variables. Centres were excluded if they were not located within the target regions or did not have data on the stratification variables.

Study & Design

• Study Type: Interventional
• Study Design: Not specified