Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care

Abstract

The emerging interest in implementation processes in the social, health, and educational sciences has increased the recognition of implementation science. Still, the literature provides limited practical insights on how to successfully develop and conduct interventions within educational settings in randomized controlled trials (RCTs) in line with implementation science. This paper uses the Agder RCT study to provide such insights. We describe how the theory of change and implementation framework supported systematic tailoring and implementation of a new Early Childhood Education and Care (ECEC) intervention. The paper contributes to the emerging use of implementation science in education in general, and more specifically in ECEC. Finally, we discuss how implementation science also needs to be utilized during the upscaling of the project.