Clinical trial NCT05654116: Testing the Effects of the Caregiver Interaction Profile Training on the Interactive Skills of Daycare Providers
Official title: The Copenhagen Daycare Project: Enhancing the Role of Daycare Providers in Supporting Young Children's Social and Emotional Development
Study type: INTERVENTIONAL
Overall status: RECRUITING
Phase: NA
Conditions: Healthy
Emotion Regulation
Language Development
Interactive Skills Daycare Providers
Lead sponsor: University of Copenhagen
Sponsor class: OTHER
Collaborators: name: Copenhagen Municipality, Denmark
name: University College Copenhagen
name: University of Groningen
name: VU University of Amsterdam
First posted: 2022-12-16
Enrollment: 200
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: SUPPORTIVE_CARE

Brief summary: The goal of this clinical trial is to test the Caregiver Interaction Profile (CIP) training program (Helmerhorst et al., 2017) promoting the relational quality between professional caregivers and children in daycare. The main questions it aims to answer are:

* Does the CIP training program, compared to no training, improve the relational quality between daycare providers and children in daycare?
* Does the CIP training program, compared to no training, foster children's social, emotional, and language development? Daycare providers assigned to the "training group" will participate in the CIP training program, which uses video-recorded interactions between the daycare providers and children in daycare to give feedback on the relational quality as observed in the videos. Daycare providers assigned to the "waiting list control group" will initially not take part in the training program but will receive the training after the study is finished. All daycare providers' daily interactions with the children in daycare will be filmed before and after the training in order to see if there has been a change in relational quality for the daycare providers in the training group (compared to the control group). Daycare providers in the training and control groups will also fill out questionnaires about the social, emotional, and language development of the children in their care.

Researchers will compare daycare providers (and the children in their care) in the "training group" to daycare providers (and the children in their care) in the "control group" to see if the relational quality in the training group improves more than that in the control group as a result of the CIP training, and how that impacts the social, emotional, and language development of children.


Eligibility criteria: Inclusion Criteria:

* currently working as a professional daycare provider in a daycare center

Exclusion Criteria:

* temporary staff in daycare on short-term contracts

Primary outcomes:
measure: Post-Training Scores on CIP Scale Sensitive Responsiveness
timeFrame: 9 weeks time frame between pre-training and post-training measurements for individual trainings; 10 weeks between pre-training and post-training measurements for pairwise trainings
measure: Post-Training Scores on CIP Scale Respect for Children's Autonomy
timeFrame: 9 weeks time frame between pre-training and post-training measurements for individual trainings; 10 weeks between pre-training and post-training measurements for pairwise trainings
measure: Post-Training Scores on CIP Scale Structuring and Limit Setting
timeFrame: 9 weeks time frame between pre-training and post-training measurements for individual trainings; 10 weeks between pre-training and post-training measurements for pairwise trainings
measure: Post-Training Scores on CIP Scale Verbal Communication
timeFrame: 9 weeks time frame between pre-training and post-training measurements for individual trainings; 10 weeks between pre-training and post-training measurements for pairwise trainings
measure: Post-Training Scores on CIP Scale Developmental Stimulation
timeFrame: 9 weeks time frame between pre-training and post-training measurements for individual trainings; 10 weeks between pre-training and post-training measurements for pairwise trainings
measure: Post-Training Scores on CIP Scale Fostering Positive Peer Interactions
timeFrame: 9 weeks time frame between pre-training and post-training measurements for individual trainings; 10 weeks between pre-training and post-training measurements for pairwise trainings
Secondary outcomes:
measure: Post-Training Scores on Ages and Stages Questionnaire: Social-Emotional, Daycare Provider-Report
timeFrame: 21 weeks time frame between pre-training and post-training assessments for individual trainings; 22 weeks time frame between pre-training and post-training assessments for pairwise trainings
measure: Post-Training Scores on Ages and Stages Questionnaire: Social-Emotional, Parent-Report
timeFrame: 21 weeks time frame between pre-training and post-training assessments for individual trainings; 22 weeks time frame between pre-training and post-training assessments for pairwise trainings
measure: Post-Training Scores on Strengths and Difficulties Questionnaire, Daycare Provider-Report
timeFrame: 21 weeks time frame between pre-training and post-training assessments for individual trainings; 22 weeks time frame between pre-training and post-training assessments for pairwise trainings
measure: Post-Training Scores on Strengths and Difficulties Questionnaire, Parent-Report
timeFrame: 21 weeks time frame between pre-training and post-training assessments for individual trainings; 22 weeks time frame between pre-training and post-training assessments for pairwise trainings
measure: Post-Training Scores on Child Behavior Checklist 1.5-5, Daycare Provider-Report
timeFrame: 21 weeks time frame between pre-training and post-training assessments for individual trainings; 22 weeks time frame between pre-training and post-training assessments for pairwise trainings
measure: Post-Training Scores on Child Behavior Checklist 1.5-5, Parent-Report
timeFrame: 21 weeks time frame between pre-training and post-training assessments for individual trainings; 22 weeks time frame between pre-training and post-training assessments for pairwise trainings
measure: Post-Training Scores on MacArthur Communicative Development Inventory-Short Form, Daycare Provider-Report
timeFrame: 21 weeks time frame between pre-training and post-training assessments for individual trainings; 22 weeks time frame between pre-training and post-training assessments for pairwise trainings
measure: Post-Training Scores on MacArthur Communicative Development Inventory-Short Form, Parent-Report
timeFrame: 21 weeks time frame between pre-training and post-training assessments for individual trainings; 22 weeks time frame between pre-training and post-training assessments for pairwise trainings
Other outcomes:
Locations:
city: Copenhagen
country: Denmark
facility: Department of Psychology, University of Copenhagen
Study officials:
affiliation: University of Copenhagen
name: Sophie Reijman, PhD
role: PRINCIPAL_INVESTIGATOR
References:
citation: Helmerhorst KOW, Riksen-Walraven JMA, Fukkink RG, Tavecchio LWC, Gevers Deynoot-Schaub MJJM. Effects of the Caregiver Interaction Profile Training on Caregiver-Child Interactions in Dutch Child Care Centers: A Randomized Controlled Trial. Child Youth Care Forum. 2017;46(3):413-436. doi: 10.1007/s10566-016-9383-9. Epub 2016 Nov 30.
citation: Squires J, Bricker D, Heo K, Twombly E. Identification of social-emotional problems in young children using a parent-completed screening measure. Early Childhood Research Quarterly. 2001; 16(4): 405-419.
citation: Achenbach TM, Rescorla LA. Manual for the ASEBA Preschool Forms and Profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families; 2000.
citation: Goodman R. Psychometric properties of the strengths and difficulties questionnaire. J Am Acad Child Adolesc Psychiatry. 2001 Nov;40(11):1337-45. doi: 10.1097/00004583-200111000-00015.
citation: Bleses D, Jensen P, Hojen A, Dale PS. An educator-administered measure of language development in young children. Infant Behav Dev. 2018 Aug;52:104-113. doi: 10.1016/j.infbeh.2018.06.002. Epub 2018 Jul 7.
citation: 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(5): 770-790