Design, Implementation, and Evaluation of a Preventive Intervention Program to Foster Social-Emotional Development and Attachment Security of Toddlers in Early Childhood Education and Care: The Papilio-U3 Program

Autor/inn/en	Ortelbach, Niklas; Bovenschen, Ina; Gerlach, Jennifer; Peter, Charlotte; Scheithauer, Herbert
Titel	Design, Implementation, and Evaluation of a Preventive Intervention Program to Foster Social-Emotional Development and Attachment Security of Toddlers in Early Childhood Education and Care: The Papilio-U3 Program
Quelle	In: International Journal of Developmental Science, 16 (2022) 3-4, S.63-79 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2192-001X
Schlagwörter	Toddlers; Early Childhood Education; Child Care; Prevention; Intervention; Social Emotional Learning; Attachment Behavior; Program Design; Program Implementation; Program Evaluation; Teacher Student Relationship; Emotional Problems; Behavior Problems; Early Childhood Teachers; Needs Assessment; Developmentally Appropriate Practices; Security (Psychology); Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Prävention; Vorbeugung; Attachment; Bindungsverhalten; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Bedarfsermittlung; Entwicklungsbezogene Bildung; Security; Psychology; Sicherheit; Ausland; Deutschland
Abstract	Due to an increasing number of children under the age of three attending early childhood education and care (ECEC), there is an increasing need for high-quality care settings. In addition to primary caregivers, ECEC teachers are important socializers of children's emotional development and may become children's attachment figures. Early preventive interventions bear the potential to reduce the risk for later maladaptive development in the social-emotional domain. The first objective of the present article is to introduce the Papilio-U3 program, a universal preventive intervention program to foster positive and sensitive teacher-child interactions, to foster children's early social-emotional competence and secure child-teacher attachment relationships in ECEC, and to prevent children's emotional and behavioral problems. Furthermore, we report the design and first results of the formative evaluation derived from the pilot evaluation study. The program was developed according to the Intervention Mapping Approach, and the present article describes the planning process comprising a needs assessment and description of the intervention context, the derivation of the logic model of change, a detailed account of the program design, production, implementation, and an overview of the program evaluation study (multi-centric, randomized-controlled trial). The total sample of the evaluation study comprised 125 teachers (age M = 34.0, SD = 10.1, 98.4 % female) from 55 ECEC centers. For the formative evaluation, teachers of the intervention group (n = 61) reported on training content, methods, material, organizational conditions, and potential challenges in the course of program implementation. Finally, we provide directions to revise the program and to guide future implementation of preventive intervention programs in the ECEC context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01