Does thrive by three , a quality-building intervention in childcare centres, strengthen children’s language skills?

IF 1.8 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH European Early Childhood Education Research Journal Pub Date : 2023-09-26 DOI:10.1080/1350293x.2023.2260131

Ratib Lekhal, May-Britt Drugli, Lisa Karlsen, Stian Lydersen, Elisabet Solheim Buøen

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Abstract

This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.

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在托儿中心进行的素质培养干预——“三岁成长”，是否能增强儿童的语言技能?

本研究考察了“三人成长”干预对1 ~ 3岁儿童语言发展的效果。数据来自78个托儿中心、187个幼儿教室和1561名儿童(91.4%为挪威本地人)。结果显示，干预组儿童的语言发展略快于对照组，但差异无统计学意义。由于先前的研究发现儿童保育中的语言刺激因性别而异，我们也研究了“三人成长”干预对男孩和女孩的影响是否不同。我们发现干预的效果只出现在女孩的语言发展上。从基线到干预后，干预组的女孩比对照组的女孩多说了17个单词。干预组与对照组的男孩语言发展变化无统计学差异。结果讨论了理论和文献可能解释我们的发现。

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来源期刊

European Early Childhood Education Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

8.70%

发文量

期刊介绍： The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association. EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe.