A Randomized Controlled Trial of Tuning in to Kids in Norwegian FUS Kindergartens
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 1,300
- 试验地点
- 3
- 主要终点
- Change in Classroom Assessment Scoring System (CLASS)
研究概览
简要总结
The proposed project will aim to evaluate the impact of the Tuning in to Kids program for teachers using a randomised controlled research design with 48 kindergartens across Norway (Oslo, Trondheim and Bergen). Kindergartens will be randomised into intervention or 12-month wait list control. Measures will be given to kindergarten leaders, teachers, parents and in a subset of kindergartens children. Intervention kindergartens will receive training in how to be more emotion coaching as well as helping teachers understand and manage their own emotions. Primary outcomes are teachers' responsiveness to children's emotions and the overall classroom functioning/climate. Secondary outcomes are impacts on kindergarten functioning, staff absences/turn over, parents reports of children's emotional, behavioural and social functioning.
详细描述
The research questions will be does Tuning in to Kids (TIK) for teachers:
- lead to improved teacher meta-emotion philosophy (beliefs about emotions), teacher emotion awareness/regulation and wellbeing?
- lead to improved teacher emotion socialisation (decreased emotion dismissiveness and increased emotion coaching) and emotional responsiveness?
- lead to improvements in the kindergarten social and emotional climate and improved organisational functioning of the kindergarten?
- lead to improved child emotion vocabulary and social, emotional, behavioural functioning?
- provide a cost-effective method for improving the functioning of the FUS kindergartens?
TIK for Teachers will aim to alter the teacher and kindergarten functioning which in turn is expected to impact children's emotional competence (emotion vocabulary/regulation) thereby impacting wider aspects of child functioning (behaviour, social functioning). In this trial of Tuning in to Kids in Norwegian FUS kindergartens, a cluster randomised design will be used. Forty-eight kindergartens, (consisting of 880 teachers), will be randomised into intervention or 12-month wait-list control. All kindergartens (intervention and control) will complete measures at baseline and 10-month follow-up (in August 2019 and then June 2020). Once baseline measures have been collected from all kindergartens (intervention and control), those in the intervention condition will receive the TIK intervention (October through to March). Twelve-month follow up measures will be collected in June 2020 and will be the same measures collected at baseline (outlined below) as well as data on intervention implementation (attendance dosage, feasibility, acceptability). Control kindergartens will receive the same measures at the same times as the intervention kindergartens and will receive the intervention after the 12-month waiting period (in autumn 2020).
Tuning in to Kids for Teachers - TIK-T: Intervention
This intervention is professional training for teachers/childcare workers. Key components include:
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •teachers/kindergarten workers in the eligible kindergartens
- •all children
排除标准
- 未提供
结局指标
主要结局
Change in Classroom Assessment Scoring System (CLASS)
时间窗: Baseline and 10 month follow up
The CLASS" is an observational tool for assessing classroom quality in the kindergarten based on teacher - child interactions in the classroom rather than evaluation of the physical environment or a specific curriculum. Divided into 3 domains: emotional support (positive climate, negative climate, teacher sensitivity, and regard for student perspectives), classroom organization (behavior management, productivity, and instructional learning formats), and instructional support (concept development, quality of feedback, and language modeling). These constructs are rated on a 7-point scale (1-2 low, 3-5 mid, and 6-7 high) recorded in 30-minutes (20 min observation, 10 min scoring) cycles over a period of up to 3 hours (with six as the recommended average number of observation cycles).
Change in Coping with Toddler's Negative Emotions Scale (CTNES)
时间窗: Baseline and 10 month follow up
Teacher's responsiveness to children's emotions using the CTNES (12 scenarios, 6 possible responses for each)
次要结局
- Change on Emotional literacy - direct assessment(Baseline and 10 month follow up)
- Change on Emotional literacy - parent reported(Baseline and 10 month follow up)
- Change on EAS Temperament Scale(Baseline and 10 month follow up)
- Change on Parent perception of kindergarten environment(Baseline and 10 month follow up)
- Change on Emotion Regulation Checklist,(Baseline and 10 month follow up)
- Change on Brief Problem Monitor (BPM)(Baseline and 10 month follow up)
- Change on Teacher perception of kindergarten environment(Baseline and 10 month follow up)
研究者
Sophie Havighurst
Associate Professor
University of Oslo