Behavior Problems, ECE Teachers Self Efficacy, Positive Pedagogy, Team Work
Conditions
Keywords
ECE self efficacy, team work, positive pedagogy, behavior problems
Brief summary
This is an RCT study investigating the efficacy of digital intervention focusing on enhancing positive directing skills for teams of early childhood education (ECE) professionals. The aims are to study 1) changes in the ECEs' self-assessed self-efficacy experience in the intervention group compared to the control group; 2) changes in the behavioral challenges of the children in the ECEs' groups assessed by the parents in the intervention group compared to the control group; and 3) changes in the ECEs' guidance methods in the intervention group compared to the control group. We will also study changes in the wellbeing of ECEs and teamwork in both treatment groups. The sample size will consist of approximately 64 teams of ECEs. Hence, altogether there will be approximately 200 study subjects. The intervention is aimed at ECE teams and its goal is to strengthen and unify the team positive guidance practices in children's groups. The intervention includes self-learning material and teams online coaching in which the entire team participates simultaneously. The self-material includes 360 videos of everyday situations in the daycare and videos can be watched with VR glasses. The participants practice the skills systematically with their group of children. The duration of the intervention is approximately 12 weeks and team coaching are carried out approximately every two weeks.
Interventions
BEHAVIORALFinnPog
The aim of the study is to find out how intervention affects the early childhood educators' self-efficacy teamwork and the changes in children's behavioral challenges. This RCT study has two parallel groups where teams of the daycare centres are randomized to intervention or control group. The research data is collected using electronic surveys and interviews.
Sponsors
University of Turku
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
Participant is working in a daycare centre team that is participating to the study. Sufficient knowledge in Finnish language.
Exclusion criteria
\-
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| ECE Teacher Self Efficacy | From baseline to 3, 6 months after randomisation | TEIP (Teacher Efficacy for Inclusive Practices) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Questionnaire on interaction skills: attuned interaction and guidance | From baseline to 3, 6 months after randomisation | Questions about interaction skills |
| Perceptions of Team work | From baseline to 3, 6 months after randomisation | TeamSTEPPS |
| Behaviour problems of the child | From baseline to 3, 6 months after randomisation | Parent evaluates (SDQ, ARI, ICU) |
| Perceived skills | From baseline to 3, 6 months after randomisation | Questions about the content and themes of the intervention |
| Confidence in ability to deal with child´s challenging behavior | From baseline to 3, 6 months after randomisation | Questions about professional´s perceived confidence in ability to deal with child´s challenging behavior |
| Work satisfaction | From baseline to 3, 6 months after randomisation | Questions about perceived work satisfaction |
| The workload of guiding the child group | From baseline to 3, 6 months after randomisation | Questions about professional´s perceived workload of guiding the child group. |
| Burn out | From baseline to 3, 6 months after randomisation | BBI -15 (Bergen burnout inventory) |
Countries
Finland
Contacts
Primary ContactKatja Toivonen, Master of Education
Outcome results
None listed