Clinical trial NCT05880875: Enhancing Early Care and Education Through Reflective Supervision
Official title: Enhancing Early Care and Education Through Reflective Supervision to Promote Adaptive Emotion Regulation in Young Children
Study type: INTERVENTIONAL
Overall status: ENROLLING_BY_INVITATION
Phase: NA
Conditions: Emotion Regulation
Keywords: Reflective Supervision
Reflective Capacity
Early Care and Education
Social-Emotional Development
Lead sponsor: Bradley Hospital
Sponsor class: OTHER
Collaborators: name: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
First posted: 2023-05-30
Enrollment: 32
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Participants (i.e., early learning supervisors) will be randomized to the experimental condition (i.e., the Reflective Supervision enhancement) or the waitlist control condition (i.e., business-as-usual).
Primary purpose: PREVENTION

Brief summary: The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.


Eligibility criteria: Inclusion Criteria:

* Supervisor in Rhode Island state pre-kindergarten program

Exclusion Criteria:

* Does not meet inclusion criteria above

Primary outcomes:
measure: Change from Baseline Teaching Progress Assessment at 9 months
timeFrame: At baseline (beginning of academic year), and in 9 months
measure: Change from Baseline Teaching Progress Assessment at 12 months
timeFrame: At baseline (beginning of academic year), and in 12 months
measure: Change from 9-month Teaching Progress Assessment at 12 months
timeFrame: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
measure: Change from Baseline Observed Classroom Quality at 9 months
timeFrame: At baseline (beginning of academic year), and in 9 months
measure: Change from Baseline Observed Classroom Quality at 12 months
timeFrame: At baseline (beginning of academic year), and in 12 months
measure: Change from 9-month Observed Classroom Quality at 12 months
timeFrame: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
measure: Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months
timeFrame: At baseline (beginning of academic year), and in 9 months
measure: Change from Baseline Child Emotion Regulation at 9 months
timeFrame: At baseline (beginning of academic year), and in 9 months
measure: Change from Baseline Child Prosocial/Communication Skills at 9 months
timeFrame: At baseline (beginning of academic year), and in 9 months
measure: Change from Baseline Child Social Competence at 9 months
timeFrame: At baseline (beginning of academic year), and in 9 months
measure: Change from Baseline Child-Teacher Relationship Quality at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
Secondary outcomes:
measure: Change from Baseline Supervisor Reflective Capacity at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Change from Baseline Supervisory Competence at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Change from Baseline Supervisor Reflective Functioning at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Change from Baseline Supervisor Well-Being at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Change from Baseline Quality of Reflective Supervision Relationship at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Program Climate assessed by Early Childhood Environment Rating Scale-Revised
timeFrame: At 9 months (end of academic year)
measure: Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Change from Baseline Teacher Reflective Functioning at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Change from Baseline Teacher Well-Being at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
measure: Change from Baseline Child Academic Skills at 9 months
timeFrame: At baseline (beginning of academic year) and in 9 months
Other outcomes:
Locations:
city: Riverside
country: United States
facility: Bradley Hospital
state: Rhode Island
Study officials:
affiliation: Bradley Hospital
name: Lindsay P Huffhines, PhD
role: PRINCIPAL_INVESTIGATOR
References: