Effects of the Caregiver Interaction Profile Training on Caregiver-Child Interactions in Dutch Child Care Centers: A Randomized Controlled Trial

Katrien O W Helmerhorst, J Marianne A Riksen-Walraven, Ruben G Fukkink, Louis W C Tavecchio, Mirjam J J M Gevers Deynoot-Schaub, Katrien O W Helmerhorst, J Marianne A Riksen-Walraven, Ruben G Fukkink, Louis W C Tavecchio, Mirjam J J M Gevers Deynoot-Schaub

Abstract

Background: Previous studies underscore the need to improve caregiver-child interactions in early child care centers.

Objective: In this study we used a randomized controlled trial to examine whether a 5-week video feedback training can improve six key interactive skills of caregivers in early child care centers: Sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions.

Method: A total of 139 caregivers from 68 early child care groups for 0- to 4-year-old children in Dutch child care centers participated in this RCT, 69 in the intervention condition and 70 in the control condition. Caregiver interactive skills during everyday interactions with the children were rated from videotape using the Caregiver Interaction Profile (CIP) scales at pretest, posttest, and follow-up 3 months after the posttest.

Results: Results at posttest indicate a significant positive training effect on all six caregiver interactive skills. Effect sizes of the CIP training range between d = 0.35 and d = 0.79. Three months after the posttest, caregivers in the intervention group still scored significantly higher on sensitive responsiveness, respect for autonomy, verbal communication, and fostering positive peer interactions than caregivers in the control group with effect sizes ranging between d = 0.47 and d = 0.70.

Conclusions: This study shows that the quality of caregiver-child interactions can be improved for all six important caregiver skills, with a relatively short training program. Possible ways to further improve the training and to implement it in practice and education are discussed.

Keywords: Caregiver training; Caregiver–child interactions; Child care center; Child care quality; Intervention study; Video feedback.

Conflict of interest statement

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Figures

Fig. 1
Fig. 1
Flow chart of participants (child care groups and caregivers) through the study

References

    1. Aigner JC, Huber J, Traxl B, Poscheschnik G, Burkhardt L. Zur wirkung männlicher kindergartenpädagogen auf kinder im elementarpädagogischen alltag. W-INN, wirkungsstudie Innsbruck. Wien: Bundesministerium für Arbeit, Soziales und Konsumentenschutz; 2013.
    1. Ainsworth MD, Blehar MC, Waters E, Wall S. Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum; 1978.
    1. Albers EM, Riksen-Walraven JMA, De Weerth C. Developmental stimulation in child care centers contributes to young infants’ cognitive development. Infant Behavior and Development. 2010;33:401–408. doi: 10.1016/j.infbeh.2010.04.004.
    1. Bakermans-Kranenburg MJ, Van IJzendoorn MH, Juffer F. Less is more: Meta-analyses of sensitivity and attachment interventions in early childhood. Psychological Bulletin. 2003;129:195–215. doi: 10.1037/0033-2909.129.2.195.
    1. Belsky J, Vandell DL, Burchinal M, Clarke-Stewart KA, McCartney K, Owen MT, the NICHD Early Child Care Research Network Are there long-term effects of early child care? Child Development. 2007;78:681–701. doi: 10.1111/j.1467-8624.2007.01021.x.
    1. Brandes H, Andrä M, Röseler W, Schneider-Andrich P. Does gender make a difference? Results from the German ‘tandem study’ on the pedagogical activity of female and male ECE workers. European Early Childhood Education Research Journal. 2015;23:315–327. doi: 10.1080/1350293X.2015.1043806.
    1. Cohen J. Statistical power analysis for the behavioural sciences. Hillsdale, NJ: Erlbaum; 1988.
    1. De Kruif, R. E. L., Riksen-Walraven, J. M. A., Gevers Deynoot-Schaub, M. J. J. M., Helmerhorst, K. O. W., Tavecchio, L. W. C., & Fukkink, R. G. (2009). Pedagogische kwaliteit van de opvang voor 0- tot 4-jarigen in Nederlandse kinderdagverblijven in 2008 [Pedagogical quality of child care centers for 0- to 4-year-olds in The Netherlands 2008]. Amsterdam: Netherlands Consortium for Research in Child Care.
    1. De Kruif, R. E. L., Vermeer, H. J., Fukkink, R. G., Riksen-Walraven, J. M. A., Tavecchio, L. W. C., Van IJzendoorn, M. H., & Van Zeijl, J. (2007). De nationale studie pedagogische kwaliteit kinderopvang: Eindrapport project 0 en 1 [National study pedagogical quality of child care centers: Final rapport project 0 and 1]. Amsterdam: Netherlands Consortium for Research in Child Care.
    1. De Schipper, E. J., & Riksen-Walraven, J. M. A. (2004). Rating scales for the quality of interactions during structured play between caregivers and groups of children in child care centers. Unpublished Manuscript, Radboud University Nijmegen, The Netherlands.
    1. De Schipper EJ, Riksen-Walraven JMA, Geurts SAE. Effects of child–caregiver ratio on the interactions between caregivers and children in child-care centers: An experimental study. Child Development. 2006;77:861–874. doi: 10.1111/j.1467-8624.2006.00907.x.
    1. Domitrovich CE, Gest SD, Gill S, Bierman KL, Welsh JA, Jones D. Fostering high-quality teaching with enriched curriculum and professional development support: The Head Start REDI program. American Educational Research Journal. 2009;46:567–597. doi: 10.3102/0002831208328089.
    1. Egeland B, Pianta R, O’Brian MA. Maternal intrusiveness in infancy and child maladaptation in early school years. Developmental and Psychopathology. 1993;5(3):359–370. doi: 10.1017/S0954579400004466.
    1. Erikson EH. Childhood and society. New York: Norton; 1950.
    1. Fukkink RG. Video feedback in widescreen: A meta-analysis of family programs. Clinical Psychology Review. 2008;28:904–916. doi: 10.1016/j.cpr.2008.01.003.
    1. Fukkink, R. G., Gevers Deynoot-Schaub, M. J. J. M., Helmerhorst, K. O. W., Bollen, I. & Riksen-Walraven, J. M. A. (2013). Pedagogische kwaliteit van de kinderopvang voor 0- tot 4-jarigen in Nederlandse kinderdagverblijven in 2012. [Pedagogical quality of child care centers for 0- to 4-year-olds in The Netherlands 2012]. Amsterdam: Netherlands Consortium for Research in Child Care.
    1. Fukkink RG, Lont A. Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly. 2007;22:294–311. doi: 10.1016/j.ecresq.2007.04.005.
    1. Fukkink RG, Tavecchio LWC. Effects of video interaction guidance on early childhood teachers. Teaching and Teacher Education. 2010;26:1652–1659. doi: 10.1016/j.tate.2010.06.016.
    1. Fukkink RG, Trienekens N, Kramer LJC. Video feedback in education and training: Putting Learning in the picture. Educational Psychology Review. 2011;23:45–63. doi: 10.1007/s10648-010-9144-5.
    1. Gevers Deynoot-Schaub MJJM, Riksen-Walraven JMA. Peer interactions in child care centres at 15 and 23 months: Stability and links with children’s socio-emotional adjustment. Infant Behavior and Development. 2006;29:276–288. doi: 10.1016/j.infbeh.2005.12.005.
    1. Girolametto L, Weitzman E, Greenberg J. Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology. 2003;12(3):299–311. doi: 10.1044/1058-0360(2003/076).
    1. Girolametto L, Weitzman E, Greenberg J. The effects of verbal support strategies on small-group peer interactions. Language, Speech, and Hearing Services in Schools. 2004;35(3):254–268. doi: 10.1044/0161-1461(2004/024).
    1. Guo Y, Piasta SB, Justice LM, Kaderavek JN. Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education. 2010;26:1094–1103. doi: 10.1016/j.tate.2009.11.005.
    1. Harms T, Clifford RM, Cryer D. Early childhood environment rating scale-revised. New York, NY: Teachers College Press; 1998.
    1. Harms T, Cryer D, Clifford RM. Infant/toddler environment rating scale-revised. New York, NY: Teachers College Press; 2003.
    1. Hedges LV, Olkin I. Statistical methods for meta-analysis. New York, NY: Academic Press; 1985.
    1. Helmerhorst, K. O. W., Fukkink, R. G., Riksen-Walraven, J. M. A., Gevers Deynoot-Schaub, M. J. J. M., & Tavecchio, L. W. C. (2016). Improving quality of the child care environment through a consultancy program for center directors. Manuscript submitted for publication.
    1. Helmerhorst KOW, Riksen-Walraven JMA, Gevers Deynoot-Schaub MJJM, Tavecchio LWC, Fukkink RG. Child care quality in the Netherlands over the years: A closer look. Early Education and Development. 2015;26:89–105. doi: 10.1080/10409289.2014.948784.
    1. Helmerhorst KOW, Riksen-Walraven JMA, Vermeer HJ, Fukkink RG, Tavecchio LWC. Measuring interactive skills of caregivers in child care centers: Development and validation of the caregiver interaction profile scales. Early Education and Development. 2014;25:770–790. doi: 10.1080/10409289.2014.840482.
    1. La Paro KM, Hamre BK, Locasale-Crouch J, Pianta RC, Bryant D, Early D, et al. Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms. Early Education and Development. 2009;20:657–692. doi: 10.1080/10409280802541965.
    1. La Paro KM, Pianta R, Stuhlman M. Classroom assessment scoring system (CLASS). Findings from the pre-k year. The Elementary School Journal. 2004;104:409–426. doi: 10.1086/499760.
    1. Layzer JI, Goodson BD. The “quality” of early care and education settings. Evaluation Review. 2006;30:556–576. doi: 10.1177/0193841X06291524.
    1. LoCasale-Crouch J, Konold T, Pianta R, Howes C, Burchinal M, Bryant D, et al. Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly. 2007;22:3–17. doi: 10.1016/j.ecresq.2006.05.001.
    1. Mashburn AJ, Pianta RC, Hamre BK, Downer JT, Barbarin OA, Bryant D, et al. Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development. 2008;79:732–749. doi: 10.1111/j.1467-8624.2008.01154.x.
    1. NICHD Early Child Care Research Network Characteristics of infant child care: Factors contributing to positive caregiving. Early Childhood Research Quarterly. 1996;11:269–306. doi: 10.1016/S0885-2006(96)90009-5.
    1. NICHD Early Child Care Research Network The relation of child care to cognitive and language development. Child Development. 2000;71(4):960–980. doi: 10.1111/1467-8624.00202.
    1. NICHD Early Child Care Research Network Child care and children’s peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development. 2001;72(5):1478–1500. doi: 10.1111/1467-8624.00361.
    1. NICHD Early Child Care Research Network Early child care and children’s development in the primary grades: Results from the NICHD study of early child care. American Educational Research Journal. 2005;42(3):537–570. doi: 10.3102/00028312042003537.
    1. Oberhuemer P, Schreyer I, Neuman MJ. Professionals in early childhood education and care systems. European profiles and perspectives. Opladen & Farminghton Hills: Barbara Budrich Publishers; 2010.
    1. OECD. (2014). Family database: Enrollment in childcare and preschools. Retrieved from: .
    1. Pianta RC, La Paro KM, Hamre BK. Classroom assessment scoring system [CLASS] manual: Pre-K. Baltimore, MD: Brookes Publishing; 2008.
    1. Pianta RC, Mashburn AJ, Downer JT, Hamre BK, Justice L. Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly. 2008;23:431–451. doi: 10.1016/j.ecresq.2008.02.001.
    1. Piasta SB, Justice LM, Cabell SQ, Wiggings AK, Turnbull KP, Curenton SM. Impact of professional development on preschool teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly. 2012;27:387–400. doi: 10.1016/j.ecresq.2012.01.001.
    1. Sandstrom H. The characteristics and quality of pre-school education in Spain. International Journal of Early Years Education. 2012;20:130–158. doi: 10.1080/09669760.2012.715012.
    1. Schafer JL, Graham JW. Missing data: Our view of the state of the art. Psychological Methods. 2002;7:147–177. doi: 10.1037/1082-989X.7.2.147.
    1. Sroufe LA. The coherence of individual development: Early care, attachment, and subsequent developmental issues. American Psychologist. 1979;34(10):834–841. doi: 10.1037/0003-066X.34.10.834.
    1. Tayler C, Ishimine K, Cloney D, Cleveland G, Thorpe K. The quality of early childhood education and care services in Australia. Australasian Journal of Early Childhood. 2013;38(2):13–21.
    1. Thomason AC, La Paro KM. Measuring the quality of teacher–child interactions in toddler child care. Early Education and Development. 2009;20(2):285–304. doi: 10.1080/10409280902773351.
    1. Thompson R. Early sociopersonality development. In: Damon W, Eisenberg N, editors. Handbook of child psychology, part 3: Social, emotional, and personality development. New York, NY: Wiley; 1998. pp. 25–104.
    1. Vandell D, Belsky J, Burchinal M, Steinberg L, Vandergrift N, the NICHD Early Child Care Research Network Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Development. 2010;81:737–756. doi: 10.1111/j.1467-8624.2010.01431.x.
    1. Vandell DL, Wolfe B. Child Care quality: Does it matter and does it need to be improved? Madison: Institute for Research on Poverty, University of Wisconsin-Madison; 2000.
    1. Werner CD, Linting M, Vermeer HJ, Van IJzendoorn MH. Do intervention programs in child care promote the quality of caregiver–child interactions? A meta-analysis of randomized controlled trials. Prevention Science. 2016;17:259–273. doi: 10.1007/s11121-015-0602-7.

Source: PubMed

Patrocinadores y Colaboradores

Condiciones médicas

Intervenciones de drogas

3
Suscribir