About the project
Teachers’ interactions with both children and parents are seen as core features of early childhood education and care (ECEC) quality. To enhance ECEC quality and promote high-quality interactions, professional development (PD) is considered an important intervention and coaching as a prominent implementation strategy. However, little is known about the effectiveness of PD programs and the mechanisms that foster success for early childhood teachers. This project will investigate PD and the use of coaching in multiethnic preschool centers in Oslo.
The project is part of The Oslo Early Education Study (OEES), a large-scale randomized controlled intervention study investigating how preschools in multilingual areas in Oslo can support the language development of children. The intervention consists of a PD model given to teachers over a period of two years. The first year the intervention will focus on teacher-child interactions during shared book reading and other activities in the daycare facilities; the second year it will focus on parental involvement related to the work that takes place in the preschools.
Within the broad design of OEES, this research project will investigate the effects and processes of the PD mentor coaching model in relation to 1) teacher-child interactions, and 2) partnerships between staff and parents.