Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools

Iram Siraj; Edward Melhuish; Steven J. Howard; Cathrine Neilsen-Hewett; Denise Kingston; Marc De Rosnay; Runke Huang; Julian Gardiner; Betty Luu

doi:10.3389/fpsyg.2022.1092284

Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools

Iram Siraj
, Edward Melhuish
, Steven J. Howard
, Cathrine Neilsen-Hewett
, Denise Kingston
, Marc De Rosnay
, Runke Huang
, Julian Gardiner
, Betty Luu

University of Oxford
University of Wollongong

Research output: Contribution to journal › Article › peer-review

19 Citations (Scopus)

Abstract

Introduction: Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD). Methods: The current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school. Results: Results indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development. Discussion: This study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.

Original language	English
Article number	1092284
Number of pages	18
Journal	Frontiers in Psychology
Volume	13
DOIs	https://doi.org/10.3389/fpsyg.2022.1092284
Publication status	Published - 4 Jan 2023
Externally published	Yes

Bibliographical note

Publisher Copyright:
Copyright © 2023 Siraj, Melhuish, Howard, Neilsen-Hewett, Kingston, De Rosnay, Huang, Gardiner and Luu.

Open Access - Access Right Statement

© 2023 Siraj, Melhuish, Howard, NeilsenHewett, Kingston, De Rosnay, Huang, Gardiner and Luu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (http://creativecommons.org/licenses/by/4.0/). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

child development
early childhood
intervention
professional development
quality rating scales
randomised controlled trial

Access to Document

10.3389/fpsyg.2022.1092284

Cite this

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title = "Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools",

abstract = "Introduction: Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD). Methods: The current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school. Results: Results indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development. Discussion: This study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.",

keywords = "child development, early childhood, intervention, professional development, quality rating scales, randomised controlled trial",

author = "Iram Siraj and Edward Melhuish and Howard, \{Steven J.\} and Cathrine Neilsen-Hewett and Denise Kingston and \{De Rosnay\}, Marc and Runke Huang and Julian Gardiner and Betty Luu",

note = "Publisher Copyright: Copyright {\textcopyright} 2023 Siraj, Melhuish, Howard, Neilsen-Hewett, Kingston, De Rosnay, Huang, Gardiner and Luu.",

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month = jan,

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doi = "10.3389/fpsyg.2022.1092284",

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T2 - A randomised controlled trial of the leadership for learning intervention in preschools

AU - Siraj, Iram

AU - Melhuish, Edward

AU - Howard, Steven J.

AU - Neilsen-Hewett, Cathrine

AU - Kingston, Denise

AU - De Rosnay, Marc

AU - Huang, Runke

AU - Gardiner, Julian

AU - Luu, Betty

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N2 - Introduction: Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD). Methods: The current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school. Results: Results indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development. Discussion: This study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.

AB - Introduction: Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD). Methods: The current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school. Results: Results indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development. Discussion: This study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.

KW - child development

KW - early childhood

KW - intervention

KW - professional development

KW - quality rating scales

KW - randomised controlled trial

UR - https://hdl.handle.net/1959.7/uws:75202

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DO - 10.3389/fpsyg.2022.1092284

M3 - Article

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VL - 13

JO - Frontiers in Psychology

JF - Frontiers in Psychology

M1 - 1092284

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Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools

Abstract

Bibliographical note

Open Access - Access Right Statement

UN SDGs

Keywords

Access to Document

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Cite this