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Do intervention programs in child care promote the quality of caregiver-child interactions?: A meta-analysis of randomized controlled trials

Resource Type: Reports & Papers
Author(s): Werner, Claudia D.; Linting, Marielle; Vermeer, Harriet J.; Ijzendoorn, Marinus H. van;
Date Issued: February, 2016
Description: This meta-analysis reports on the effectiveness of targeted interventions focusing on child care professionals to improve child care quality, caregiver interaction skills, and child social-emotional development. Within randomized controlled trials, interventions are moderately effective in improving overall caregiver-child interactions (k=19, Hedges' g= 0.35) and in improving child care quality on the classroom level (k=11; Hedges' g=0.39), the caregiver level (k=10; Hedges' g=0.44), and the child level (k=6; Hedges' g= 0.26). Based on these findings, the implementation of evidence-based targeted interventions on a larger scale than currently exists may lead to better social-emotional development for children under the age of 5 years. There remains, however, an urgent need for more and larger randomized controlled trials with a solid design and high quality measures in order to shed more light on which child care components for which children are most critical in supporting children's socio-emotional development. (author abstract)
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Funder(s): Nederlandse Organisatie voor Wetenschappelijk Onderzoek (Netherlands Organization for Scientific Research)
Journal Title: Prevention Science
Volume Number: 17
Issue Number: 2
Page Range: 259-273
Topics: Child Care & Early Education Quality > Process Quality

International Child Care & Early Education > Cross-National Comparisons

Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional
Country: Canada, Jamaica, Netherlands, United States
ISSN: 1573-6695 Online
1389-4986 Paper
Peer Reviewed: yes
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