Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools

Authors

Iram Siraj, University of Oxford
Edward Melhuish, University of Oxford
Steven J. Howard, University of Wollongong
Cathrine Neilsen-Hewett, University of Wollongong
Denise Kingston, University of Oxford
Marc De Rosnay, University of Wollongong
Runke Huang, University of Oxford
Julian Gardiner, University of Oxford
Betty Luu, University of Wollongong

Publication Name

Frontiers in Psychology

Abstract

Introduction: Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD). Methods: The current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school. Results: Results indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development. Discussion: This study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.

Open Access Status

This publication may be available as open access

Volume

13

Article Number

1092284

Funding Number

RFT DECEAR-15-35