None listed
Conditions
Brief summary
Purpose The aim of this study is to evaluate the feasibility, acceptability and potential efficacy of a Technology-Mediated Professional Learning (TMPL) package delivered to Early Childhood Education and Care settings (ECECs) within one orgnisation in Tasmania. Hypotheses ECEC services where educators have participated in a TMPL programme will have better quality nutrition and physical activity environments and children who attend these services will participate in higher levels of physical activity compared with educators and children who attend services that have not participated in a TMPL programme
Interventions
Non drug trial
Topics covered in the face-to-face and online intervention included: theory underpinning HOPPEL project, including Community of Practice. promoting physical activity and reducing sedentary behaviours, introducing 'power/activity breaks' in early childhood education and care settings, teaching fundamental motor skills, skills,focusing on healthy eating behaviours, holistic planning, change management, navigating web-based ongoing professional learning,
HOPPEL was a 12-week program
Non drug trial Topics covered in the face-to-face and online intervention included: theory underpinning HOPPEL project, including Community of Practice. promoting physical activity and reducing sedentary behaviours, introducing 'power/activity breaks' in early childhood education and care settings, teaching fundamental motor skills, skills,focusing on healthy eating behaviours, holistic planning, change management, navigating web-based ongoing professional learning, HOPPEL was a 12-week program with opportunities of extension. The project comprised of a daylong (6 hrs) face-to-face professional learning workshop, followed by 12-weeks of online professional learning. The online element involved asynchronous components including weekly blogs and forums. In addition to these weekly asynchronous sessions, educators participated in three synchronous sessions that were delivered using an online learning platform. Two identical synchronous sessions (i.e. live chat sessions) were facilitated every third week. The online platform consisted of blogs (posted weekly by research facilitator), forum (space for educators and facilitator to discuss current changes made in early childhood education and care environment based on project content, content related videos, images), live chat sessions ( conducted ever third week), Facilitator responded to all four posts by participants within 24hr, and monitored the professional content of the posts.
Sponsors
University of Wollongong
Study design
Allocation
Randomised controlled trial
Intervention model
Other
Primary purpose
Educational / counselling / training
Masking
Blinded (masking used) (Subject)
Eligibility
Sex/Gender
All
Age
2 Years to 50 Years
Healthy volunteers
Yes
Inclusion criteria
ECEC services- invited to participate from one overarching early childhood education and care provider/organisation to participate in the study. Educators- all educators employed in chosen early childhood education and care provider/organisation s will be invited to participate in this project, and Children- all children (aged 2-5y) who are enrolled in the ECEC will be invited to participate.
Exclusion criteria
Educators not employed under overarching organization, children younger than 1 years and older than 5 years who are not enrolled in participating services. Children with physical disabilities.
Outcome results
None listed