Positive results for school-readiness intervention

A study published in Early Childhood Research Quarterly reports on a randomised controlled trial of an intervention designed to improve the quality of teaching in early childhood education and increase children’s school readiness.

“Play and Learn” is a low-cost, 20-week, teacher-delivered early childhood education programme that targets both teacher and child skills. For teachers, the intervention aims to improve their teaching and interactive skills. The aim of the intervention for children is to improve their language and maths skills and increase school readiness.

The randomised controlled trial involved 1,116 children ages 18-36 months who were enrolled in 87 childcare centres in Denmark. Childcare centres were randomised to either an intervention or control group, with childcare centres in the intervention group implementing Play and Learn. Teachers implementing the intervention programme received training materials and tools to support their teaching and help them to be more explicit and intentional in their interactions with children to target language, maths language and numeracy skills.

The results of the study showed that the intervention had a positive short-term impact on children’s language and maths skills relative to control-group children in all four areas examined: general vocabulary (ES = +0.27), language use (ES = +0.19), maths language (ES = +0.80) and numeracy (ES = +0.55). However, children receiving the Play and Learn intervention did not improve skills relative to the control group on measures of social-emotional skills (self-regulation and cooperation = +0.12; empathy = 0.00).

Source: Low-cost teacher-implemented intervention improves toddlers’ language and math skills (March 2020), Early Childhood Research Quarterly, Volume 53, 4th Quarter 2020

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