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

Frontiers in Psychology (Jan 2023)

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

Affiliations

Iram Siraj: Department of Education, University of Oxford, Oxford, United Kingdom
Edward Melhuish: Department of Education, University of Oxford, Oxford, United Kingdom
Steven J. Howard: Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
Cathrine Neilsen-Hewett: Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
Denise Kingston: Department of Education, University of Oxford, Oxford, United Kingdom
Marc De Rosnay: Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
Runke Huang: Department of Education, University of Oxford, Oxford, United Kingdom
Julian Gardiner: Department of Education, University of Oxford, Oxford, United Kingdom
Betty Luu: Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia

DOI: https://doi.org/10.3389/fpsyg.2022.1092284
Journal volume & issue: Vol. 13

Abstract

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IntroductionSubstantial 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).MethodsThe 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.ResultsResults indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development.DiscussionThis study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.

Published in Frontiers in Psychology

ISSN: 1664-1078 (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Philosophy. Psychology. Religion: Psychology
Website: https://www.frontiersin.org/journals/psychology

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