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Development and evaluation of an integrated early childhood development and violence prevention teacher-training intervention in Jamaican preschools

牙买加学前儿童早期发展和暴力预防教师培训综合干预措施的制定和评估

基本信息

批准号：
MR/R018421/1
负责人：
Helen Baker-Henningham
金额：
$ 23.04万
依托单位：
Bangor University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=MR%2FR018421%2F1
关键词：
Development evaluation integrated early childhood

项目摘要

The 'Irie Classroom Toolbox' is a universal violence prevention programme, developed for use in low and middle-income countries (LMIC), which involves training preschool teachers in classroom behaviour management and in how to promote young children's social-emotional competence. We recently conducted a study in Jamaica in which 76 preschools were randomly assigned to either receive training in the 'Irie Classroom Toolbox' (38 schools, 115 teachers) or to receive the training at a later date (38 schools, 114 teachers). We found that teachers trained in the 'Irie Classroom Toolbox' used 67% less violence against children (including physical punishment, verbal abuse and intimidation) than teachers who did not receive the training. Furthermore, the training led to significant improvements to the emotional and organisational climate of the classroom, and to observations of children's class-wide prosocial skills. A random sample of children was evaluated (n=865) and benefits of intervention were found for children's inhibitory control and for the proportion of children with clinical level behaviour difficulties. Although significant benefits were also found to the instructional support offered by intervention teachers; the scores for both intervention and control teachers were low (<2 on a 7-point scale); indicating that cognitive and language stimulation was inadequate. To maximise the effectiveness of the 'Irie Classroom Toolbox' to promote children's development across the cognitive and language domains in addition to the social and emotional domains, teachers need additional training. In this study, we plan to evaluate a module on instructional support which will include include i) how to promote children's higher order thinking and cognition, ii) how to provide feedback to expand child learning and understanding and iii) how to facilitate children's language development. 20 preschools who been trained in the 'Irie Classroom Toolbox' will be randomly assigned to a group in which teachers receive training in instructional support (10 schools, 30 classrooms) or a second group that will receive no additional training (10 schools, 30 classrooms). A random sample of 5 children per class will also be evaluated (300 children; 150 in each group). The intervention involves 2 full-day training workshops and 4 in-class support sessions (once a month for four months). We will evaluate the effect of the intervention on teachers' use of the instructional strategies during teaching and learning activities. We will also evaluate the selected children's school readiness and language skills. To monitor that this additional training does not reduce teachers' behaviour management skills, we will measure teachers' use of violence against children and child behaviour difficulties in both groups.We will document factors relating to the implementation of the intervention on an on-going basis including teachers' engagement with the material, their strengths and needs in implementing the strategies and barriers and enablers to implementation. Through this study we will investigate the acceptability, feasibility and effectiveness of the intervention and we will use the data to develop intervention manuals that are suitable for national dissemination including materials for teachers (e.g. activity guides) and materials for trainers (e.g. training manuals).The enhanced 'Irie Classroom Toolbox' produced through this study will be a teacher-training programme to i) prevent violence against children by teachers, ii) prevent the early development of antisocial behaviour and iii) promote children's social, emotional cognitive and language skills in early childhood classrooms. The intervention will be suitable for use with poorly trained teachers, working in poorly resourced settings in LMIC. The outputs of this study will make a strong contribution to the global agenda on violence prevention and the global goal of improved child development.

“入江课堂培训”是一个普遍的预防暴力方案，为中低收入国家制定，其中包括对学前教师进行课堂行为管理和如何提高幼儿的社会情感能力的培训。我们最近在牙买加进行了一项研究，其中76所幼儿园被随机分配接受“入江课堂培训”（38所学校，115名教师）或在以后接受培训（38所学校，114名教师）。我们发现，在“入江课堂教学法”培训的教师对儿童使用的暴力（包括体罚，辱骂和恐吓）比没有接受培训的教师少67%。此外，培训导致显着改善的情感和组织气氛的教室，并观察儿童的全班亲社会技能。一个随机抽样的儿童进行了评估（n=865）和干预的好处，发现儿童的抑制控制和临床水平的行为困难的儿童的比例。虽然干预教师提供的教学支持也有显着的好处，但干预教师和对照教师的得分都很低（7分制中<2分），表明认知和语言刺激不足。为了最大限度地发挥“入江课堂教学法”的有效性，促进儿童在认知和语言领域以及社交和情感领域的发展，教师需要额外的培训。在这项研究中，我们计划评估一个关于教学支持的模块，其中包括i）如何促进儿童的高级思维和认知，ii）如何提供反馈以扩大儿童的学习和理解，以及iii）如何促进儿童的语言发展。20所接受过“入江教室培训”的幼儿园将被随机分配到教师接受教学支持培训的一组（10所学校，30个教室）或不接受额外培训的第二组（10所学校，30个教室）。还将对每班5名儿童的随机抽样进行评估（300名儿童;每组150名）。干预措施包括2个全天培训讲习班和4个课堂支持会议（每月一次，为期四个月）。我们将评估干预对教师在教学活动中使用教学策略的影响。我们亦会评估获选儿童的入学准备及语文能力。为了确保这种额外的培训不会降低教师的行为管理技能，我们将衡量教师对儿童使用暴力的情况以及两个群体中的儿童行为困难。我们将记录与实施干预措施相关的因素持续进行，包括教师对材料的参与、他们在实施战略方面的优势和需求以及实施的障碍和推动因素。通过这项研究，我们将调查的可接受性，我们将利用这些数据制定适合全国传播的干预手册，包括教师材料（如活动指南）和培训员材料（例如培训手册）。通过这项研究制作的增强版“入江课堂教学手册”将是一个教师培训方案，预防教师对儿童的暴力行为，二）预防反社会行为的早期发展，三）在幼儿课堂上促进儿童的社会、情感认知和语言技能。干预措施将适用于培训不足的教师，在资源匮乏的环境中工作LMIC。这项研究的成果将为预防暴力全球议程和改善儿童发展的全球目标作出重大贡献。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

The Irie Classroom Toolbox, a universal violence-prevention teacher-training programme, in Jamaican preschools: a single-blind, cluster-randomised controlled trial.

DOI：
10.1016/s2214-109x(21)00002-4
发表时间：
2021-04
期刊：
The Lancet. Global health
影响因子：
0
作者：
Baker-Henningham H;Bowers M;Francis T;Vera-Hernández M;Walker SP
通讯作者：
Walker SP

The Irie Classroom Toolbox: Mixed method assessment to inform future implementation and scale-up of an early childhood, teacher-training, violence-prevention programme.

IRIE课堂工具箱：混合方法评估，以告知未来的童年，教师训练，预防暴力计划的实施和扩大规模。

DOI：
10.3389/fpubh.2022.1040952
发表时间：
2022
期刊：
FRONTIERS IN PUBLIC HEALTH
影响因子：
5.2
作者：
Bowers, Marsha;Francis, Taja;Baker-Henningham, Helen
通讯作者：
Baker-Henningham, Helen

The Irie Classroom Toolbox Instructional Support Teacher Manual

入江课堂工具箱教学支持教师手册

DOI：
发表时间：
2022
期刊：
影响因子：
0
作者：
Baker-Henningham H
通讯作者：
Baker-Henningham H

The Irie Classroom Toolbox Teacher Activities Book

入江课堂工具箱教师活动手册

DOI：
发表时间：
2022
期刊：
影响因子：
0
作者：
Baker-Henningham H
通讯作者：
Baker-Henningham H

Violent Discipline and Parental Behavior: Short- and Medium-Term Effects of Virtual Parenting Support to Caregivers

暴力管教和父母行为：虚拟育儿支持对照顾者的短期和中期影响

DOI：
10.1596/1813-9450-10507
发表时间：
2023
期刊：
影响因子：
0
作者：
Dinarte Diaz L
通讯作者：
Dinarte Diaz L

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Helen Baker-Henningham其他文献

Cost-effectiveness analysis of two integrated early childhood development programs into Bangladeshi primary health-care services

将两个综合幼儿发展项目纳入孟加拉国初级卫生保健服务的成本效益分析

DOI：
10.1016/j.lansea.2025.100564
发表时间：
2025-04-01
期刊：
Lancet Regional Health - Southeast Asia
影响因子：
6.200
作者：
Sheikh Jamal Hossain;Tom Palmer;S.M. Mulk Uddin Tipu;Syeda Fardina Mehrin;Shamima Shiraji;Mohammed Imrul Hasan;Mohammad Saiful Alam Bhuiyan;Nur-E Salveen;Fahmida Tofail;Helen Baker-Henningham;Hassan Haghparast-Bidgoli;Jena D. Hamadani
通讯作者：
Jena D. Hamadani