Tuning in to Kids in Norwegian FUS Kindergartens

NCT03985124 | Completed DMC

• 1 other identifier: 001
• Study Type: interventional
• Target: 1,300
• Locations: 1 country
• Sites: 3

Brief Summary

The proposed project will aim to evaluate the impact of the Tuning in to Kids program for teachers using a randomised controlled research design with 48 kindergartens across Norway (Oslo, Trondheim and Bergen). Kindergartens will be randomised into intervention or 12-month wait list control. Measures will be given to kindergarten leaders, teachers, parents and in a subset of kindergartens children. Intervention kindergartens will receive training in how to be more emotion coaching as well as helping teachers understand and manage their own emotions. Primary outcomes are teachers' responsiveness to children's emotions and the overall classroom functioning/climate. Secondary outcomes are impacts on kindergarten functioning, staff absences/turn over, parents reports of children's emotional, behavioural and social functioning.

Conditions

Emotional Intelligence

Outcome Measures

Primary Outcomes (2)

• Change in Coping with Toddler's Negative Emotions Scale (CTNES)

  Teacher's responsiveness to children's emotions using the CTNES (12 scenarios, 6 possible responses for each)

  Baseline and 10 month follow up

• Change in Classroom Assessment Scoring System (CLASS)

  The CLASS" is an observational tool for assessing classroom quality in the kindergarten based on teacher - child interactions in the classroom rather than evaluation of the physical environment or a specific curriculum. Divided into 3 domains: emotional support (positive climate, negative climate, teacher sensitivity, and regard for student perspectives), classroom organization (behavior management, productivity, and instructional learning formats), and instructional support (concept development, quality of feedback, and language modeling). These constructs are rated on a 7-point scale (1-2 low, 3-5 mid, and 6-7 high) recorded in 30-minutes (20 min observation, 10 min scoring) cycles over a period of up to 3 hours (with six as the recommended average number of observation cycles).

  Baseline and 10 month follow up

Secondary Outcomes (7)

• Change on Brief Problem Monitor (BPM)

  Baseline and 10 month follow up

• Change on Emotion Regulation Checklist,

  Baseline and 10 month follow up

• Change on EAS Temperament Scale

  Baseline and 10 month follow up

• Change on Emotional literacy - parent reported

  Baseline and 10 month follow up

• Change on Emotional literacy - direct assessment

  Baseline and 10 month follow up

Study Arms (2)

Intervention TIK-T

EXPERIMENTAL

24 kindergartens will receive the full intervention. Dosage: 1 3 hour implementation session for kindergarten leaders; 1 x 2-day training workshop for kindergarten leaders and a lead resource person in each kindergarten who will support teachers in learning and implementing Emotion Coaching with children; 2 full training days for all teachers/childcare workers in Emotion Coaching; 2 x booster sessions for all teachers with the resource person in their kindergarten to assist them in using Emotion Coaching with children in their kindergartens.

Behavioral: Tuning in to Kids for Teachers

wait list control

NO INTERVENTION

24 kindergartens will be in the 12-month wait list condition

Interventions

Tuning in to Kids for Teachers BEHAVIORAL

This is an emotion-focused intervention for teachers giving them skills in emotion coaching children in their care and also understanding and managing their own emotions.

Intervention TIK-T

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• teachers/kindergarten workers in the eligible kindergartens
• all children

You may not qualify if:

• none

Sponsors & Collaborators

• University of Oslo: lead

Study Sites (3)

FUS Kindergartens

Bergen, Norway

Location

FUS Kindergartens

Oslo, Norway

Location

FUS Kindergartens

Trondheim, Norway

Location

Related Publications (1)

• Skaland VR, Havighurst SS, Nygaard E, Teig IL. Qualitative evaluation of the implementation of "Tuning in to Kids" in Norwegian Kindergartens. BMC Psychol. 2023 Mar 30;11(1):87. doi: 10.1186/s40359-023-01088-4.

  PMID: 36998061 DERIVED

Study Officials

• Evalill B Karevold, PhD

  University of Oslo

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: Cluster randomised controlled trial

Study Record Dates

• First Submitted: March 19, 2019
• First Posted: June 13, 2019
• Study Start: August 1, 2019
• Primary Completion: November 1, 2020
• Study Completion: November 1, 2020
• Last Updated: November 6, 2020

Record last verified: 2020-11

Data Sharing

• IPD Sharing: Will not share

Locations

NO (3)