Does thrive by three, a quality-building intervention in childcare centres, strengthen children's language skills?

被引：1

作者：

Lekhal, Ratib ^{[1
,2
]}

Drugli, May-Britt ^{[3
,4
]}

Karlsen, Lisa ^{[1
]}

Lydersen, Stian ^{[3
]}

Buoen, Elisabet Solheim ^{[5
]}

机构：

[1] Univ Oslo, Dept Educ, Sem Saelands Vei 7, N-0317 Oslo, Norway

[2] BI Norwegian Business Sch, Dept Commun & Culture, Oslo, Norway

[3] Norwegian Univ Sci & Technol NTNU, Fac Med & Hlth Sci, Reg Ctr Child & Youth Mental Hlth & Child Welf, Dept Mental Hlth, Trondheim, Norway

[4] Inland Norway Univ Appl Sci, Ctr Study Educ Practice, Hamar, Norway

[5] Reg Ctr Child & Adolescent Mental Hlth Eastern & S, Oslo, Norway

来源：

EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL | 2024年 / 32卷 / 03期

关键词：

Language development; random control trial; toddlers; Thrive by Three; childcare quality; PROFESSIONAL-DEVELOPMENT; EDUCATION; METAANALYSIS; IMPACT; PLAY; ACHIEVEMENT; PRESCHOOL; PROGRAMS; SUPPORT; INFANCY;

D O I：

10.1080/1350293X.2023.2260131

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old's language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls' language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys' language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.

引用

页码：448 / 463

页数：16

共 10 条

[1] A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3-Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three
Lekhal, Ratib
Drugli, May Britt
Berg-Nielsen, Turid Suzanne
Buoen, Elisabet Solheim
JMIR RESEARCH PROTOCOLS, 2020, 9 (10):
[2] Is early formal childcare an equalizer? How attending childcare and education centres affects children's cognitive and socio-emotional skills in Germany
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EUROPEAN SOCIOLOGICAL REVIEW, 2023, 39 (05) : 692 - 707
[3] Quality of childcare and otitis media: Relationship to children's language during naturalistic interactions at 18, 24, and 36 months
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Hurley, Megan M.
Yont, Kristine M.
Wamboldt, Patricia M.
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JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY, 2007, 28 (02) : 115 - 133
[4] Teachers' Conversational Style and Children's Language Development in German Childcare Centers: A Culture-Sensitive Intervention
Schroeder, Lisa
Dintsioudi, Anna
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[5] Does the Language-Based Professional Development Program 'Talking with Children' (TwC) Have Differential Effects on Children's Language Skills?
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EARLY EDUCATION AND DEVELOPMENT, 2024,
[6] Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergarten?
Weiland, Christina
Yoshikawa, Hirokazu
JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY, 2014, 35 (05) : 422 - 432
[7] Relationship between quality of professional capacity building for kindergarten teachers and children's language development: the mediating role of kindergarten language education activities quality
Wu, Qiong
Wang, Guoxia
Li, Chang
FRONTIERS IN PSYCHOLOGY, 2023, 14
[8] Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children's Growth in Language and Preliteracy Skills
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Justice, Laura M.
Markussen-Brown, Justin
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EARLY EDUCATION AND DEVELOPMENT, 2018, 29 (04) : 581 - 602
[9] How and When Does Early Home Learning Environment Improve Children's Kindergarten Academic Skills? The Roles of Language Ability and Self-Control
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JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION, 2024,
[10] A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings in 18 English local authorities: the parenting early intervention pathfinder (PEIP)
Lindsay, Geoff
Strand, Steve
Davis, Hilton
BMC PUBLIC HEALTH, 2011, 11

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