Early Learning Intervention Research Articles

Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and intentional in their interactions had a significantly positive effect on targeted child outcomes. In this follow-up paper, we conducted secondary analyses exploring effects of the intervention across the two contexts, center- and family-based programs. Analyses showed that the social validity of the intervention was generally high in both settings, but even higher in family-based than center-based programs. Findings also showed that teachers in both types of programs implemented the intervention at a satisfactory level, but family-based teachers tended to implement more small-group activities and had more conversations with individual children. There were no differential impacts on child outcomes across the two contexts, except for an overall significant spill-over effect on the outcome of empathy within center-based care. Finally, we found that the intervention had positive effects on teachers’ use of counting and math activities in both types of programs.

Using Data Tools and Systems to Drive Change in Early Childhood Education for Disadvantaged Children in South Africa.

In line with United Nations Sustainable Development Goal (SDG) 4.2, South Africa's National Development Plan commits to providing high-quality early childhood education to all children by 2030 to drive improved child outcomes. Prior to 2016, South Africa lacked reliable, locally standardised, valid, and cross-culturally fair assessment tools for measuring preschool quality and child outcomes, suitable for use at scale within a resource-constrained context. In this paper we detail the development and evolution of a suite of early learning measurement (ELOM) tools designed to address this measurement gap. The development process included reviews of literature and other relevant assessment tools; a review of local curriculum standards and expected child outcomes; extensive consultation with government officials, child development experts, and early learning practitioners, iterative user testing; and assessment of linguistic, cultural, functional, and metric equivalence across all 11 official South African languages. To support use of the ELOM tools at scale, and by users with varying levels of research expertise, administration is digitised and embedded within an end-to-end data value chain. ELOM data collected since 2016 quantify the striking socio-economic gradient in early childhood development in South Africa, demonstrate the relationship between physical stunting, socio-emotional functioning and learning outcomes, and provide evidence of the positive impact of high-quality early learning programmes on preschool child outcomes. To promote secondary analyses, data from multiple studies are regularly collated into a shared dataset, which is made open access via an online data portal. We describe the services and support that make up the ELOM data value chain, noting several key challenges and enablers of data-driven change within this context. These include deep technical expertise within a multidisciplinary and collaborative team, patient and flexible capital from mission-aligned investors, a fit-for-purpose institutional home, the appropriate use of technology, a user-centred approach to development and testing, sensitivity to children's diverse linguistic and socio-economic circumstances, careful consideration of requirements for scale, appropriate training and support for a non-professional assessor base, and a commitment to ongoing learning and continuous enhancement. Practical examples are provided of ways in which the ELOM tools and data are used for programme monitoring and enhancement purposes, to evaluate the relative effectiveness of early learning interventions, to motivate for greater budget and inform more effective resource allocation, to support the development of enabling Government systems, and to track progress towards the attainment of national and global development goals. We share lessons learnt during the development of the tools and discuss the factors that have driven their uptake in South Africa.

The effect of a 6-month physical literacy intervention on preschool children's gross and fine motor skill: The Active Early Learning randomised controlled trial

ObjectivesThe Active Early Learning intervention was designed to support childcare educators to imbed physical literacy promoting activities into the daily childcare curriculum. The objective of this study was to determine whether this physical literacy intervention had any influence on motor skill development. Design22-week stratified cluster randomised controlled trial. MethodsFifteen childcare centres (8 intervention, 7 control centres; 314 children, 180 boys, 4.3y ± 0.4) participated in the study. Six motor skills were assessed: object control (ball drop/catch and bean bag throw accuracy), locomotor control (10 m shuttle run), stability (one-leg balance and tiptoe walking on a line), and fine motor control (coin manipulation). Intervention effects were evaluated using linear mixed models adjusted for age, sex, socio-economic status, and centre clustering. ResultsThere was evidence for an intervention effect on fine motor control (−0.47 s, CI [−0.93 to −0.02], p = .041) and the ball drop/catch task (0.68, CI [0.01–1.35], p = .046), but not for locomotor control, stability, or throw accuracy. ConclusionsImprovements in children's gross and fine motor skills can be achieved with a physical literacy intervention delivered by childcare educators. However, broad enhancement of motor skills cannot be assumed by simply introducing more physical literacy promoting activities into the daily routine, and specific motor skill instruction seems warranted in childcare settings.

Factor structure, measurement invariance, and construct validity of MELQO measure of child development and early learning in Laos

ABSTRACT Early learning interventions are widely implemented in developing countries yet instruments to reliably measure the effects of such programs on children’s development and learning in specific contexts are needed. This study examines the measurement properties of a globally-informed instrument adapted to measure school readiness in Laotian children from ethnolinguistic minorities. Data come from a subsample of children (n = 1469, mean age = 4.67 years) in two larger studies to promote children’s school readiness in rural areas in Laos. This study (a) uses exploratory and confirmatory factor analysis to evaluate the factor structure of the measure, (b) tests measurement invariance across ethnolinguistic and age groups, and c) examines the construct validity using demographic variables known to predict school readiness. Results indicate eight factors compatible with subtasks in the Numeracy, Executive Function, and Vocabulary domains, but not with a Literacy domain, and it is useful for making inferences regarding school readiness from children across ethnolinguistic and age groups. Family SES, parents’ education, child gender, and age were associated with several domains of children’s school readiness. Results are discussed with respect to the importance of assessing children in their first language to help reduce the ethnolinguistic disparity in children’s school readiness performance.

Grow Smart: An Integrated Nutrition and Early Child Development Intervention Among Infants Improves Expressive Language and Reduces Anemia and Iron Deficiency in Rural India (FS08-03-19)

ObjectivesNutritional deficiency and lack of early learning opportunities contribute to the loss of developmental potential. The objective is to evaluate the effects of an integrated nutrition and early learning intervention (ELI) on micronutrient status and the development of infants in rural India. Methods513 infants (6–12mo) were enrolled from 26 villages in rural India and randomized using a 2 × 2 design to receive multiple micronutrient powders (MNP containing iron, zinc, vitamins A, B2, B12, C and folic acid) vs. placebo (B2) and EL vs. control. The ELI was based on the UNICEF-developed Care for Child Development. Baseline (BL), post-intervention (6 mo) and follow-up (12 mo) evaluations included Mullens Scales of Early Learning, anthropometry, and 2 ml venous blood (BL & 12 mo). Data were analyzed using linear mixed effects regression models with random village/subject intercepts accounting for site of recruitment and repeated measures. For biomarker outcomes, main effects of MNP was assessed. P-values of <0.05 considered statistically significant. For child development outcomes, main effects of MNP and ELI were analyzed separately, and three-way interactions (MNP*ELI*midline or MNP*ELI*end line) were tested. ResultsAt baseline, the mean age of mothers was 22.9y (SD = 2.9) and 99.6% were married. Most mothers (84.2%) had attended some schooling. Mean infant age was 8.6 mo (SD = 2.2); 53.0% were male. Anemia prevalence was 66.4%. No significant baseline differences were found. At end line, infants in the MNP group had significantly higher hemoglobin (11 g/dl vs.10 g/dl) and ferritin (18.2ug/l vs.11.5 ug/l) values compared to infants in the placebo groups, respectively. Infants in the MNP group (mean = 39.5; SE = 0.6) versus placebo group (mean = 37.7; SE = 0.6) also scored significantly higher in expressive language and marginally higher in visual reception (mean = 42.5; SE = 0.5; P = 0.06) and social-emotional behavior (mean = 24.1; SE = 0.2; P = 0.052), compared to the placebo (mean = 41.1; E = 0.6, mean = 23.5; SE = 0.2, respectively). Significant interactions in visual reception and expressive language performance showed that children who received either or both interventions had better scores than children who received neither. ConclusionsHome MNP and EL interventions can improve infant MN status and development. Funding SourcesMathile Institute for the Advancement of Human Nutrition, Nutrition International, Sackler Institute for Nutrition Science of the New York Academy of Science.

Challenging the Politics of Early Intervention – Who's ‘Saving’ Children and Why By ValGillies, RosalindEdwards, NicolaHorsley. Bristol: Policy Press, 2017. ISBN 978‐1‐4473‐2410‐2 196 pp, £22.99 (pb)

Drawing on material from two research projects in which the authors were involved, this book seeks to explore and fundamentally question the hegemonic theories of early learning. In questioning the veracity of neurological science and how it has achieved almost unprecedented status among service users and professionals involved in early learning teaching, the authors lead us through the haze of myths associated with such a paradigm and seek to dislodge it from its lofty parapet. Their concern, referenced throughout the book but succinctly and eloquently introduced in Chapter 1, is to stimulate the reader to explore the political agendas informing early developmental strategies and programmes. They suggest it is these agendas, which are enabling policyholders and big business to cash in at the expense of those most commonly targeted, namely the most disadvantaged and marginalised members of society who find it difficult to thrive in a neo-liberalist environment. Chapter 2 carries the reader on a whistle stop tour of eugenic cultural history, which involves critical engagement with the impact of the rise of and over-reliance on developmental psychology and science by society. While exemplifying the risks associated with legislation and policy based on these paradigms, the authors suggest they continue to underpin modern day early learning thinking. Neuroscience itself becomes chapter 3's anaesthetised patient; vulnerable to the delicate and precise dissection, conducted by the authors who peel away the tenuous threads linking neurological knowledge to political knowledge. What the authors expose is the extent of scientific manipulation conducted for political ends. Other aspects of biological science are then investigated in a similar way, challenging the reader to recognise the extent of political rhetoric at play and the implications of this. The authors turn their focus to the question of who actually benefits from the apparently benign discourses surrounding philanthropic and/or expert child-focussed organisations. It is clear they do not believe that this is either children or their families, but those exerting legitimated influence and power over them. The management structure, ethos and practice of three major early learning organisations are introduced to the reader to provide a space for reflection on the positioning of politicians, businessmen and professionals and the way their agendas, ideas and interests inter-relate in practice in the UK and USA. Drawing on their ideas thus far, Chapter 6 focuses on how it is the front-line workers who have been caught up in the maelstrom of the political agenda; how they have bought into the idea that ‘children need to be “saved” from poor parenting’ (p. 115) and moreover that their salvation must be guaranteed before the child's third birthday. In doing so, the authors reveal how other powerfully politically driven discourses also contaminate their thinking, and permit engagement with families that positions those they are charged with supporting as causing and perpetuating their circumstances. These ideas are extended in Chapter 7 as the authors explore how the hegemonic discourses around early years parenting create and perpetuate social inequalities and result in specific types of parenting being defined as ‘troubling’ and ‘pathological’. The authors suggest that ideas from neurological science and attachment theory are employed to justify the marginalisation of those groups and particularly mothers, in such a way as to shift responsibility for the failure of the next generation to the shoulders of their carers. The book concludes by offering a glimpse at alternative approaches to early learning. To some, these final thoughts may seem idealistic and underdeveloped, particularly against the framework of the extensive and elaborately argued text that has come before. It does, however, provide thought-provoking alternatives to the current prevailing themes around early learning intervention. If there is to be ground-roots change in the sphere of early learning provision, the ideas raised in this book cannot be ignored.

Coordination technology for active support networks: context, needfinding, and design

Coordination is a key problem for addressing goal-action gaps in many human endeavors. We define interpersonal coordination as a type of communicative action characterized by low interpersonal belief and goal conflict. Such situations are particularly well described as having collectively "intelligent", "common good" solutions, viz., ones that almost everyone would agree constitute social improvements. Coordination is useful across the spectrum of interpersonal communication -- from isolated individuals to organizational teams. Much attention has been paid to coordination in teams and organizations. In this paper we focus on the looser interpersonal structures we call active support networks (ASNs), and on technology that meets their needs. We describe two needfinding investigations focused on social support, which examined (a) four application areas for improving coordination in ASNs: (i) academic coaching, (ii) vocational training, (iii) early learning intervention, and (iv) volunteer coordination; and (b) existing technology relevant to ASNs. We find a thus-far unmet need for personal task management software that allows smooth integration with an individual's active support network. Based on identified needs, we then describe an open architecture for coordination that has been developed into working software. The design includes a set of capabilities we call "social prompting," as well as templates for accomplishing multi-task goals, and an engine that controls coordination in the network. The resulting tool is currently available and in continuing development. We explain its use in ASNs with an example. Follow-up studies are underway in which the technology is being applied in existing support networks.

Caregivers and service providers’ perspectives on a Western Australian aboriginal community’s 0–3 years, early learning programme

ABSTRACTA broad range of initiatives including early intervention programmes have been implemented in Australia to assist disadvantaged and at-risk Indigenous parents and children. This qualitative exemplar case study details the perspectives of caregivers and service providers of one such early learning intervention programme situated within the remote Mowanjum community in Western Australia. Twelve participants were interviewed and their transcript data were analysed thematically. The findings reveal participants maintained that the Mowanjum Early Learning Program provided psychological benefits for both the attending infants and their caregivers. Additionally, that the programme facilitated learning and skill development in the children, which in turn enhanced their preschool readiness. Finally, participants maintained that a further significant benefit of the programme was that it provided caregivers with a supportive and safe respite place in which they could socialize and engage with their child free from the tribulations associated with raising children within a remote community.

Effects of an Evidence-based Intervention on the Australian English Language Development of a Vulnerable Group of young Aboriginal Children

LEARNING IN BOTH INFORMAL and formal settings is vital to each child's sense of wellbeing and achievement, particularly for children identified as experiencing high levels of disadvantage and having markedly increased risk of poor educational attainment, health and development. National data indicates that Aboriginal children are especially vulnerable to low levels of engagement with education systems, including preschool. Recent reforms in early childhood education and care provision draw attention to focused educational strategies to promote early learning, since high-quality early learning experiences help to ameliorate early disadvantage. This paper describes an experimental study designed to assess the effect of an evidence-based early learning intervention that targets both toddler language development and their capacity to attend to tasks with an adult (in this study, an early childhood educator and/or allied health professional). Aboriginal children aged 23 to 36 months participated in this intervention that was implemented by the educators at an Aboriginal long day care service over four months. The children were assessed pre-, post- and three-months following the intervention. The significant increase in their expressive and receptive language, and their initiation of joint attention behaviours, illustrates the potential of this intervention to change the language growth trajectories of very young children who live in similar circumstances. The study findings provide direction for program improvement across the centre, and set the scene for achieving practice change that may close gaps in development and achievement for children experiencing high levels of disadvantage early—long before school. Further research on the effectiveness of a larger-scale program improvement strategy is underway.

Bringing us all together

The Kirklees Early Learning Intervention Project aims to narrow the achievement gap for vulnerable learners in the early years. In this article, we share some of our work, as well as evidence of its impact.

Multiple Micronutrients And Early Learning Interventions Promote Infant Micronutrient Status And Development

BackgroundMalnutrition and lack of early learning (EL) opportunities are major causes for children not reaching their developmental potential. &#x0D;ObjectiveTo evaluate the impact of multiple micronutrient powder (MNP) and EL intervention on infants' micronutrient status and development.&#x0D;Methods497 infants (6‐12 mos) were enrolled from 26 villages in rural India and randomized using a 2X2 design to receive MNP (iron, zinc, vitamins A,B2,B12, C and folic acid ) vs. placebo (B2) and EL vs. control. The EL intervention was based on the UNICEF‐developed Care for Child Development and delivered through biweekly home visits. Baseline, post‐intervention (6 mos) and follow‐up (12 mos) evaluations included 2ml venous blood and Mullens Scales of Early Learning. Data were analyzed using 2‐way ANOVA, adjusting for baseline, with MNP X EL interactions to assess intervention synergy. &#x0D;ResultsNo baseline differences (66% anemic (Hb&lt;11 g/dL), 31% inadequate iron stores (ferritin&gt;12 µg/L), 20% stunted (HAZ&lt;‐2), 19% underweight (WAZ&lt;‐2). At follow‐up, the prevalence of micronutrient (MN) deficiencies was significantly lower in the MNP group. Significant interactions in motor and language performance showed that children who received either or both interventions had better scores than children who received neither. Table 1. Percent MN Deficiencies at Follow‐Up * p &amp;lt; .05 MNP Placebo Infant % % Hemoglobin (&amp;lt; 11g/dL) * 50.2 74.2 Ferritin (&amp;lt;12 ug/L) * 32.6 81.6 Transferrin receptor (&amp;gt; 2mg/L) * 44.1 81.7 Vitamin B12 (&amp;lt;200p/mL) * 2.6 9.1 Zinc (&amp;lt;65 ug/dL) 2.1 1.8 Table 2. MNP x EL Interaction at Post Intervention: Mean (SE) * p&amp;lt;.05 MNP Placebo EL Control EL Control Gross Motor 50.2 (1.0) 51.8 (1.0) 51.7 (1.0) 48.7 (1.0) * Language 38.9 (0.6) 39.3 (0.6) 40.3 (0.6) 48.1 (0.6) * ConclusionHome MNP and EL can improve infant MN status and development.

Iron deficiency and iron-deficiency anemia in the first two years of life: strategies to prevent loss of developmental potential

This article examines the association of iron deficiency (ID) and iron deficiency anemia (IDA) with children's development and behavior, with the goal of providing recommendations to prevent the developmental loss associated with these conditions. Children's risk for ID and IDA is particularly high during the second 6 months of life when prenatal stores are depleted. Longitudinal studies from infancy through adolescence and early adulthood suggest that socioemotional development is uniquely vulnerable to ID and IDA, perhaps being associated with shared neural pathways, and the effects of early iron deficiencies may be irreversible. In addition to direct effects on brain function, ID and IDA may also affect child development indirectly through non-responsive mother-child interactions. Maternal ID is a global problem that may contribute to high rates of maternal depression and non-responsive caregiving. Intervention trials illustrate that children benefit from both nutritional intervention and early learning interventions that promote responsive mother-child interactions. Recommendations to reduce the developmental loss associated with ID and IDA are to reduce the incidence of these conditions by efforts to prevent premature birth, delay cord clamping, ensure adequate maternal iron status, provide iron-rich complementary foods, and ensure access to postnatal interventions that promote responsive mother-infant interaction patterns and early learning opportunities for infants.