Implementing a School Readiness Intervention in Community-based Childcare Centers: Director and Teacher Perceptions.

Area of Science:

• Early Childhood Education
• Educational Psychology
• Workplace Intervention

Background:

• Childcare centers serve one-third of U.S. preschool children but face resource limitations and high turnover.
• These challenges often hinder the provision of high-quality educational experiences for young children.
• Existing interventions need to consider the specific context of childcare settings.

Purpose of the Study:

• To evaluate the acceptability, feasibility, and effectiveness of the REDI curriculum and a novel professional development (PD) coaching model in childcare centers.
• To explore how workplace characteristics influence the implementation and adoption of educational interventions.
• To identify factors critical for the sustained use of classroom interventions in under-resourced settings.

Main Methods:

• An evidence-based curriculum (REDI) was implemented in childcare centers.
• A professional development (PD) model trained center directors as local coaches.
• Open-ended interviews with 45 teachers and 31 directors assessed intervention experiences and workplace factors.

Main Results:

• Participants reported positive perceptions of the REDI intervention despite workplace challenges.
• Feasibility perceptions of the director coaching model were mixed.
• Workplace characteristics were linked to intervention experiences, which predicted future program use intentions.

Conclusions:

• The REDI intervention and director coaching model show promise for enhancing preschool education in childcare settings.
• Addressing childcare staff's unique workplace challenges is crucial for successful intervention design and implementation.
• Focusing on program acceptability, feasibility, and perceived effectiveness is vital for sustained use of educational programs in childcare.