Technology-Assisted Implementation of the Redi Preschool Program in Child-Care Centers

Introduction

Almost 3 million American children age 5 and younger attend child-care centers, of which 90% operate without national accreditation and with minimal quality standards. This study tests two innovations to support delivery and scalability of the Research-based, Developmentally Informed (REDI) program with high fidelity: 1) an on-line distance learning professional development support, and 2) training child-care center directors as local coaches supporting program implementation by their classroom teachers.

A prior randomized trial demonstrated the efficacy of the REDI program in promoting gains in social-emotional learning and language-emergent literacy skills among children attending Head Start centers. REDI uses the Preschool PATHS (Promoting Alternative Thinking Strategies) Curriculumto promote social-emotional learning, combined with interactive reading (to promote oral language skills), sound games (to foster phonemic awareness, and alphabet centers (to boost letter knowledge).

Method

In an ongoing randomized trial, technology-assisted program delivery (REDI-BKC) is being compared with “usual practice” child-care. Teachers randomly assigned to intervention receive REDI curriculum manuals and materials, 2 days of face-to-face workshop training, and access to 8 hours of on-line professional development support. Center directors participate in REDI training with their teachers and also receive support to serve as coaches (e.g., 1 day face-to-face workshop, 4 hours of online learning, and 3 virtual learning community forums).

The technology-assisted platform used is the Better Kid Care program (BKC), an outreach service funded by the Office of Child Development in Pennsylvania and managed by Cooperative Extension at Penn State. BKC provides online learning modules in multiple areas (child development, health, family engagement), enabling child-care providers throughout the United States to earn credits toward Child Development Associate credentials via distance learning.

Results

This paper will provide data on the first two study cohorts. We will report on: 1) teacher and center director participation in the various professional development opportunities, 2) the amount and quality of coaching delivered to teachers by center directors (by director and consultant report), and 3) the amount and quality of intervention delivered to children by classroom teachers (by teacher, director, and consultant report). We will also share excerpts from qualitative interviews with teachers and directors about their experiences with the program.

 Conclusion

Implementation strategies such as those used in this study may support diffusion and scaling of an evidence-based social-emotional preschool program into child-care centers.