Education Quality in Daycare

Last registered on June 02, 2020

Pre-Trial

Trial Information

General Information

Title
Education Quality in Daycare
RCT ID
AEARCTR-0005939
Initial registration date
June 02, 2020

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
June 02, 2020, 1:34 PM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Region

Primary Investigator

Affiliation
Danish Center for Social Science Research

Other Primary Investigator(s)

PI Affiliation

Additional Trial Information

Status
On going
Start date
2020-05-28
End date
2023-12-31
Secondary IDs
Abstract
The project 'Educational quality in day care - emphasizing responsive, social relationships between young children and adults', is a specific and systematic effort aimed at ensuring that all 0-2 year-old children in family daycares develop to the best of their potential, especially in terms of their socio-emotional and language development regardless of their background.
Educational quality is defined here by the concept of process quality, which deals with the relationship and interactions between child and adult as well as the ability of (the daycare provider) to stimulate and support child development and learning. Furthermore, educational quality also includes the pedagogical competencies that are important for interactions stimulating children's play and learning. The project is broadly based on the Vygotsky-inspired Abecedarian Approach. The Abecedarian Approach centers on high-quality adult-child interactions through four core elements: Language Priority, Conversational Reading, Enriched Caregiving, and Learning Games. We will teach the daycare providers and professionals to integrate the specific educational content and strategies of this approach into their everyday practices, and thereby enhance the well-being, socio-emotional development, and learning of children. We expect that the increase in educational quality in particular will gain children coming from socially disadvantaged backgrounds.
We conduct a cluster randomized controlled experiment (C-RCT) in 11 Danish municipalities, comprising approximately 2400 children enrolled in approx. 600 family daycares to evaluate the effect on children’s development. We will also carry out a qualitative implementation evaluation to examine which factors hinder or improve the implementation of the intervention.
External Link(s)

Registration Citation

Citation
Greve, Jane and Bente Jensen. 2020. "Education Quality in Daycare ." AEA RCT Registry. June 02. https://doi.org/10.1257/rct.5939
Experimental Details

Interventions

Intervention(s)
Intervention Start Date
2020-08-23
Intervention End Date
2022-07-01

Primary Outcomes

Primary Outcomes (end points)
The primary outcomes are the children’s’ social-emotional and communicative skills.
- Social-emotional skills measured by the Socio-Emotional Assessment Measure (SEAM) (Squires et al. 2014; Danish translation from Sjö (2016) and Rambøll (2016))
- Communicative skills measured by the MacArthur-Bates Communicative Development Inventory (CDI) (Fenson et al. 2000; Danish translation from Bleses et al. 2017)
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
Cluster randomised controlled trial (C-RCT).
The randomisation unit is daycare groups. The intervention takes place/is implemented at the daycare group-level and thus we randomise at this level.
Primary outcomes are measured at the child-level.
Experimental Design Details
Not available
Randomization Method
Randomization done in office by a computer.
Randomization Unit
The randomisation unit is daycare groups
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
Approx. 110 clusters (day care groups).
Sample size: planned number of observations
Approx. 2,400 children
Sample size (or number of clusters) by treatment arms
55 day care groups er control og 55 day care groups are treated.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB

Institutional Review Boards (IRBs)

IRB Name
Internal REview Board, VIVE
IRB Approval Date
2020-05-28
IRB Approval Number
N/A
Analysis Plan

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