Exploring the acceptability and feasibility of measuring potential positive early childhood education (PECE) programme impacts on children’s early social and emotional development. Other
Conditions
Interventions
The positive early childhood education (PECE) programme is for nursery teachers and managers, rather than parents. Both early years educators (EYEs) and early years practitioners (EYPs) complete onlin
Sponsors
Nuffield Foundation
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Inclusion criteria for settings: 1. A minimum of 4 Early Years Educators working with children aged 3-4 years 2. A minimum of children, at least 10, aged 3-4 years Inclusion criteria for Early Years Educators: Early Years Educators who have not participated in the PECE Programme before Inclusion criteria for Coaches: Coaches who have not participated in the PECE Programme before Inclusion criteria for children: 1. Children aged 3-4 years old, attending the trial setting 2. Children who are taught by participating educators regularly 3. Children who attend nursery for a minimum of 12 hours per week 4. Children whose parents have provided consent
Exclusion criteria
Exclusion criteria: Exclusion criteria for settings: 1. Having less than 4 Early Years Educators working with children aged 3-4 years 2. Having less than 10 children, aged 3-4 years Exclusion criteria for Early Years Educators: Early Years Educators who have participated in the PECE Programme before Inclusion criteria for Coaches: Coaches who have participated in the PECE Programme before Exclusion criteria for children: 1. Children who are not aged 3-4 years, attending the trial setting 2. Children who are not taught by participating educators regularly 3. Children who do not attend nursery for a minimum of 12 hours per week 4. Children whose parents have not provided consent
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The primary feasibility outcome is recruitment to the trial, based on the final number of settings enrolled at baseline. The following will be measured using administrative data recorded by the trial team at baseline 1. Number of settings approached to take part in the feasibility study 2. Number of settings which consent to take part in the feasibility study 3. Number of early years educators who sign up to take part in the feasibility study 4. Number of early years educators who start and finish the online training 5. Number of parents who consent for their child to take part in the feasibility study 6. Number of coaches who consent to become a PECE coach practitioner to support staff through the programme | — |
Secondary
| Measure | Time frame |
|---|---|
| To explore feasibility and process, the following secondary outcome measures will be measured using administrative data collected via the PECE online system and administrative data recorded by the trial team throughout the trial: Intervention Feasibility: 1. Number of early years educators who received the online training 2. Length of time taken for early years educators to complete the online training 3. Number and timing of setting and nursery staff withdrawals from the intervention and reason for withdrawal Trial Feasibility: 1. Number and timing of setting and nursery staff withdrawals from the intervention and feasibility study, and reason for withdrawal 2. Missing data on intervention outcome measures at baseline, 12-16 weeks and 24 weeks follow-up Intervention Outcome Measures To explore the feasibility of collecting potential intervention impacts on nursery staff and children the following secondary outcome measures will be assessed at baseline, 12-16 weeks and 24 weeks follow-up. 1. Child personal, social and emotional development measured using the Strengths and Difficulties Questionnaire (SDQ-T) 2. Child personal, social and emotional development using the Preschool and Kindergarten Behaviour Scales-2 (PKBS-2 Typical Social 3-6 Teacher) 3. Child behaviour measured using the Child and Adolescent Disruptive Behaviour Inventory (CADBI) 4. Child behaviour measured using the Child and Adolescent Disruptive Behaviour Inventory Observer 5. Child emotional well-being and involvement measured using the Leuven Scale 6. Early years staff professional practice and self-efficacy measured with a bespoke online questionnaire | — |
Countries
England, United Kingdom
Contacts
Public ContactAnna Weighall
Outcome results
None listed