Power of Growth - Digitally Assisted Intervention for the Early Childhood Educators' Self-efficacy Teamwork and Children's Behavioral Challenges.

NCT06856408 | Recruiting

• 1 other identifier: PoG-001
• Study Type: interventional
• Target: 64
• Locations: 1 country
• Sites: 2

Brief Summary

This is an RCT study investigating the efficacy of digital intervention focusing on enhancing positive directing skills for teams of early childhood education (ECE) professionals. The aims are to study 1) changes in the ECEs' self-assessed self-efficacy experience in the intervention group compared to the control group; 2) changes in the behavioral challenges of the children in the ECEs' groups assessed by the parents in the intervention group compared to the control group; and 3) changes in the ECEs' guidance methods in the intervention group compared to the control group. We will also study changes in the wellbeing of ECEs and teamwork in both treatment groups. The sample size will consist of approximately 64 teams of ECEs. Hence, altogether there will be approximately 200 study subjects. The intervention is aimed at ECE teams and its goal is to strengthen and unify the team positive guidance practices in children's groups. The intervention includes self-learning material and teams online coaching in which the entire team participates simultaneously. The self-material includes 360 videos of everyday situations in the daycare and videos can be watched with VR glasses. The participants practice the skills systematically with their group of children. The duration of the intervention is approximately 12 weeks and team coaching are carried out approximately every two weeks.

Conditions

ECE Teachers Self Efficacy; Team Work; Positive Pedagogy; Behavior Problems

Keywords

ECE self efficacy; team work; positive pedagogy; behavior problems

Outcome Measures

Primary Outcomes (1)

• ECE Teacher Self Efficacy

  TEIP (Teacher Efficacy for Inclusive Practices)

  From baseline to 3, 6 months after randomisation

Secondary Outcomes (8)

• Perceptions of Team work

  From baseline to 3, 6 months after randomisation

• Behaviour problems of the child

  From baseline to 3, 6 months after randomisation

• Burn out

  From baseline to 3, 6 months after randomisation

• Confidence in ability to deal with child´s challenging behavior

  From baseline to 3, 6 months after randomisation

• Work satisfaction

  From baseline to 3, 6 months after randomisation

Study Arms (2)

Digitally assisted intervention including online coaching

EXPERIMENTAL

The intervention is a structured remote coaching concept for professionals working in early childhood education. The intervention will use virtual reality glasses and 360° video material. The intervention consists of six self-study themes about positive pedagogy and team work. The themes will be combined with remote coaching for the team (3-5 people) and the skills will be practiced with their own group of children. The intervention length is 2-3 months. There will approximately 34 teams in intervention and control groups.

Behavioral: FinnPog

Control

NO INTERVENTION

No digital assisted intervention or online coaching.

Interventions

FinnPog BEHAVIORAL

The aim of the study is to find out how intervention affects the early childhood educators' self-efficacy teamwork and the changes in children's behavioral challenges. This RCT study has two parallel groups where teams of the daycare centres are randomized to intervention or control group. The research data is collected using electronic surveys and interviews.

Digitally assisted intervention including online coaching

Eligibility Criteria

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

You may qualify if:

• Participant is working in a daycare centre team that is participating to the study. Sufficient knowledge in Finnish language.

Sponsors & Collaborators

• University of Turku: lead

Study Sites (2)

Early Childhood Education

Municipalities, Select, 20660, Finland

RECRUITING

Research Centre of Child Psychiatry

Turku, Select, 20660, Finland

RECRUITING

MeSH Terms

Conditions

Mental Disorders

Central Study Contacts

Katja Toivonen, Master of Education

CONTACT

+358408203195; katja.toivonen@utu.fi

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: MD Professor

Study Record Dates

• First Submitted: February 13, 2025
• First Posted: March 4, 2025
• Study Start: February 17, 2025
• Primary Completion (Estimated): May 30, 2026
• Study Completion (Estimated): May 30, 2026
• Last Updated: March 4, 2025

Record last verified: 2025-02

Locations

FI (2)