Predicting school readiness program implementation in community-based childcare centers.

ABSTRACT:

Introduction

Targeted curricular interventions can increase preschool program quality and boost children's academic and social-emotional readiness skills, but variable funding and weak organizational infrastructure in many community-based childcare centers may reduce the effective implementation of these programs.

Method

This study examined individual teacher and workplace predictors of the REDI program implementation, a targeted school readiness program that was adapted to support delivery in childcare centers. REDI was delivered by 63 teachers in 37 community-based childcare centers with center directors serving as local implementation coaches.

Results

Results showed that individual teacher factors (e.g., teaching skills and receptivity to intervention consultation)

SUBMITTER: Hunter LJ 

PROVIDER: S-EPMC9798309 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature