SAGA for Toddlers. Supporting Children's Linguistic and Socio-Emotional Development in Early Childhood Education and Care
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 120
- 试验地点
- 2
- 主要终点
- Social Emotional development
研究概览
简要总结
The goal of this study is to investigate whether a shared reading intervention including emotion and mind-related dialogues (SAGA for Toddlers) supports the development of 11 to 36 moth-old-children in early childhood education and care.
The main questions it aims to answer are:
- Does the SAGA model support children's social-emotional development?
- Does the SAGA model support children's language development?
The participating children will attend the intervention at the early childhood education and care.
The participating personnel at the early childhood education and care will receive training, implement the intervention, and answer questionnaires.
The participating caregivers will attend caregiver-evenings and answers questionnaires.
详细描述
Background:
The SAGA intervention model is based on mentalization theory, and it aims at supporting children's social-emotional development. The intervention includes regular shared reading sessions (at least three times a week) with children in small groups held by early childhood education and care (ECEC) professionals. The personnel receive training on the method and support on organizing the reading sessions. The SAGA model has been found to support children's prosocial behavior and reduce externalizing and internalizing problems. The research has also showed a connection between children's social-emotional and language development.
The first thousand days of a child's life are the most important for their development. In early childhood education and care, the integration of care and learning, places particularly high demands on educational quality and the pedagogues' competence to support children's emotional security, language, conceptual development, and exploratory learning as an organic whole. SAGA for Toddlers aims to use the SAGA model to strengthen the identification and naming of emotions in small groups of 11 to 36-month-old children. Stories in picture books meant for very young children that touch on emotions are selected for the sessions, and mentalization-based dialogue cards and emotion cards are used for the stories to support the discussions.
SAGA for Toddlers emphasizes the importance of relationship skills and to support caregivers' understanding of the importance of early years and shared reading of picture books with their children. This is achieved not by demanding parents to provide "more" for their children, which can increase parental stress, but by supporting parents in offering a daily routine with calmer presence, free-flowing time, shared moments and reading aloud. The SAGA for Toddlers intervention also includes caregivers´ evenings held at the ECEC premises with a simple meal plus a SAGA session to strengthen co-operation with caregivers in an easily accessible way.
Aims:
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Single Group
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 11 Months 至 36 Months（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •11 to 36 -months old at the start of the study
- •Living in Finland
- •Attending Swedish speaking early childhood education and care
排除标准
- 未提供
研究组 & 干预措施
SAGA for Toddlers intervention
The SAGA for Toddlers intervention.
干预措施: SAGA for Toddlers (Behavioral)
Control group
The personnel of the waitlist control-group will receive the intervention training after the data-collection is finished.
结局指标
主要结局
Social Emotional development
时间窗: 1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up
Social Emotional development is assessed by the personnel and caregivers with the 42-item Brief Infant-Toddler Social Emotional Assessment (BITSEA). The assessment includes two subscales Problem scores (31 items, range 0-62, higher scores indicate more problems) and Competence scores (11 items, range 0-22, higher scores indicate better social-emotional competence).
Language development
时间窗: 1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up
Language development is reported by the caregivers using the MacArthur-Bates Communicative Development Inventory (MCDI), with separate questionnaires for 8- to 16-month-old, 16- to 30 month-old, and 2,5 to 4 year-old children, correct questionnaire is chosen based on the child's age. The questionnaires measure the size of the child's expressive vocabulary, and the child's use of gestures, sentences and grammar.
Pro-social behavior
时间窗: Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up
Pro-social behavior is assessed by the personnel and the caregivers with the 10-item child prosocial behavior questionnaire (CPBQ). The questionnaire including three subscales Comforting (range 1-15), Sharing (range 1-20), and Helping (range 0-15), higher scores indicate positive outcome.
次要结局
- Caregiver's emotional availability(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up)
- Personnel mind-mindedness(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up)
- Caregiver's mentalizing ability(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up)
- Personnels' mentalizing ability(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up)
- Child's screen time(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) At 1-year follow up)
- Personnels' mentalizing ability(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up)
- Application names (screen time)(Time Frame: 1) Before the intervention, 2) Immediately after the 10-week intervention, 3) At 1-year follow up)
- Screen time language(Time Frame: 1) Before the intervention, 2) Immediately after the 10-week intervention, 3) At 1-year follow up)
- Caregiver's emotional availability(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up)
- Personnel mind-mindedness(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up)
- Caregiver's mentalizing ability(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) In 1-year follow-up)
- Child's screen time(1) Before the intervention, 2) Immediately after the 10-week intervention, 3) At 1-year follow up)
研究者
Mirjam Kalland
Professor
University of Helsinki