Teacher Training for Infant Development

Overseen By Ebony Holliday, PhD

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: Hugo W. Moser Research Institute at Kennedy Krieger, Inc.

Disqualifiers: Outside Baltimore, Non-English speaking

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 9

What You Need to Know Before You Apply

What is the purpose of this trial?

The trial aims to enhance how teachers apply proven teaching methods in Early Head Start classrooms. It will test a professional development program called "Building Capacity for Infant Achievements in Child Care," which includes workshops and coaching sessions to help teachers better support child development. The study will evaluate the training's feasibility in real-world settings and its perceived usefulness by teachers. Teachers and teacher assistants working in Early Head Start classrooms with children aged 8-36 months in the Baltimore area may be suitable candidates. As an unphased trial, this study offers educators a unique opportunity to enhance their skills and directly impact early childhood development.

Will I have to stop taking my current medications?

The trial protocol does not specify whether you need to stop taking your current medications.

What prior data suggests that this professional development training is safe for teachers?

Research has shown that training programs for early childhood teachers, like the one under study, are generally safe and well-liked. A recent study found that this training enhances teachers' skills and knowledge, boosting their confidence and job satisfaction. Reports have not indicated any problems or safety issues with these educational programs, as they focus on improving classroom performance. This training aims to help teachers build better relationships with young children, which is crucial for the children's development. Overall, this type of training is considered safe and beneficial for both teachers and the children they teach. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about this trial because it focuses on enhancing teacher training to support infant development in childcare settings. Unlike traditional methods that might not emphasize ongoing support, this approach includes a professional development workshop followed by eight weeks of personalized coaching. The unique feature here is the use of the Practice-Based Coaching model, which helps teachers implement strategies to build nurturing and responsive relationships with young children. This hands-on, sustained support could lead to more effective teaching practices and better developmental outcomes for infants.

What evidence suggests that this professional development intervention is effective for improving teachers' use of evidence-based practices?

Research has shown that special training can greatly enhance the skills of early childhood teachers. A recent study that combined results from multiple sources found that this training helps teachers feel more positive, knowledgeable, and capable in the classroom. Another study discovered that programs focused on building strong, secure relationships between teachers and children yielded good results. Additionally, using proven methods in childcare settings has improved teaching quality. These findings suggest that professional development for teachers, such as the Teacher Professional Development Workshop and Coaching offered in this trial, can lead to better teaching practices and improved outcomes for children. ^{1 6 7 8 9}

Who Is on the Research Team?

Rebecca Landa, PhD, CCC-SLP

Principal Investigator

Kennedy Krieger Institute, Johns Hopkins University

Are You a Good Fit for This Trial?

This trial is for Early Head Start teachers or assistants who work with children aged 8-36 months. They must be willing to attend two training workshops and eight follow-up coaching sessions to improve their teaching practices.

Inclusion Criteria

I currently work with children aged 8-36 months in a classroom.

Participants must work in the role of a teacher or teacher assistant in an Early Head Start location

I am willing to attend two 60-90 minute training sessions.

Exclusion Criteria

Works in a childcare setting outside of the Baltimore metro area

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Professional Development Workshop

Teachers participate in a professional development workshop session

2 hours

1 visit (in-person)

Coaching Sessions

Teachers engage in weekly job-embedded coaching sessions in their classrooms

8 weeks

8 visits (in-person)

Follow-up

Participants are monitored for the effectiveness of the PD intervention

4 weeks

What Are the Treatments Tested in This Trial?

Interventions

• Building Capacity for Infant Achievements in Child Care

Trial Overview The study tests a professional development intervention aimed at enhancing evidence-based teaching practices in child care settings. It evaluates the effectiveness, feasibility, and acceptability of this PD program among teachers.

How Is the Trial Designed?

Group I: Teacher Professional Development Workshop and Coaching Experimental Treatment 1 Intervention

Teachers will participate in a professional development workshop session (approximately 2 hours in duration) followed by 8 weekly coaching sessions (approximately 45-60 minutes in duration). The study team (trained coaches) will utilize the Practice-Based Coaching model (Snyder et al., 2015) to support teachers' use of developmentally appropriate practices in early childhood classrooms. Teachers will be coached to implement strategies that foster responsive and nurturing relationships with young children.

Who Is Running the Clinical Trial?

Hugo W. Moser Research Institute at Kennedy Krieger, Inc.

Lead Sponsor

Trials

93

Recruited

25,200+

Johns Hopkins University

Collaborator

Trials

2,366

Recruited

15,160,000+

Citations

1. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC2756772/

Professional Development in Early Childhood Programs A recent meta-analysis found that specialized training does in fact improve the competencies of early childhood teachers, including their attitudes, knowledge, ...

2. tandfonline.com tandfonline.com/doi/full/10.1080/10409289.2025.2503029

Full article: Effects of an Early Childhood Education and ... The present randomized controlled trial aimed to investigate the effects of a universal preventive intervention program developed to promote attachment ...

3. acf.gov acf.gov/opre/project/child-care-and-early-education-policy-and-research-analysis-project-2005-2025

Child Care and Early Education Policy and Research ... The work is intended to address critical issues in child care and early education while building the capacity for new research and evaluation efforts.

4. researchgate.net researchgate.net/publication/387367139_Improving_Child_Outcomes_and_Quality_in_Early_Childhood_Education_and_Care_Through_Implementation_of_Professional_Development_A_Meta-Systematic_Literature_Review_of_Pre-_and_In-Service_Approaches

Improving Child Outcomes and Quality in Early Childhood ... This systematic literature review explores the developing landscape of Early Childhood Education and Care (ECEC), highlighting its growing ...

5. sciencedirect.com sciencedirect.com/science/article/pii/S0885200620300776

Implementation of Early Achievements for Childcare ... This study aimed to improve implementation of evidence-based instructional practices by childcare providers in inclusive center-based classrooms.

6. acf.gov acf.gov/sites/default/files/documents/opre/qcciit_pd_toolsliterature_review_report_final_b508.pdf

Professional Development Tools to Improve the Quality of ... The literature review report for the Professional Development Tools to Improve the Quality of Infant and Toddler Care (Q-CCIIT PD Tools) project summarizes the ...

7. sciencedirect.com sciencedirect.com/science/article/abs/pii/S0190740923000397

The effects of a childcare training program on ... We found that training improved quality, pride and job satisfaction of providers, and provider knowledge about milestones. •. Higher quality childcare centers ...

8. americanprogress.org americanprogress.org/article/a-progressive-vision-for-education-in-the-21st-century/early-childhood-education-setting-a-foundation-for-all-children-to-thrive/

Early Childhood Education: Setting a Foundation for All ... Improvements to the ECE system's data systems are critical to tracking 1) child outcomes; 2) workforce data, such as compensation, training ...

9. naeyc.org naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/professional_standards_and_competencies_for_early_childhood_educators.pdf

Professional Standards and Competencies for Early ... Professional development should strengthen early childhood educators' ability to engage in reflective practice. 4. Design and conduct evaluations aligned.