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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
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Predicting school readiness program implementation in community-based childcare centers.

Leah J Hunter1, Benjamin L Bayly2, Karen L Bierman3

  • 1Department of Psychology, University of Pittsburgh, Pittsburgh, PA, United States.

Frontiers in Psychology
|January 2, 2023
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Summary
This summary is machine-generated.

Teacher skills and supportive workplaces improve preschool readiness programs. This research highlights factors crucial for effective implementation in community childcare settings.

Keywords:
childcare centerimplementationliteracy skillspreschoolschool readinesssocial–emotional learningteacher coaching

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Area of Science:

  • Early Childhood Education
  • Implementation Science

Background:

  • Preschool programs aim to enhance children's readiness skills.
  • Community-based childcare centers face challenges in implementing interventions due to funding and infrastructure limitations.

Purpose of the Study:

  • To investigate individual teacher and workplace factors influencing the implementation of the REDI (Readiness and Engagement Demonstration Initiative) program in childcare centers.
  • To identify predictors of successful program delivery and quality.

Main Methods:

  • The study involved 63 teachers and 37 community-based childcare centers.
  • Center directors acted as local implementation coaches for the REDI program.
  • Data were collected on teacher characteristics and workplace factors.

Main Results:

  • Individual teacher factors, such as teaching skills and receptivity to consultation, positively predicted the quality of REDI delivery.
  • Workplace factors emerged as significant predictors across various implementation indicators.
  • Teacher and workplace elements are crucial for effective intervention rollout.

Conclusions:

  • Improving intervention implementation in childcare settings requires attention to both individual teacher capacities and organizational support.
  • Findings offer insights for enhancing program quality and policy in early childhood education.