Table 1.
Study period | |||||
---|---|---|---|---|---|
Enrolment | Allocation | Post allocation | |||
Time point | Pre intervention | Time (t 0) | Centre baseline (t 1a) | Child baseline (t 1b) | Post intervention (t 2) |
Enrolment | |||||
Eligibility screen | X | ||||
Initial centre contact | X | ||||
Centre informed consent | X | ||||
Allocation | X | ||||
Recruitment of children and parent informed consent | X | ||||
Intervention | |||||
PD intervention | X | ||||
Regular practice (control) | X | ||||
Assessments | |||||
Child assessments | |||||
DAS Verbal Comprehension | X | X | |||
EYT Expressive Vocabulary | X | X | |||
DAS Early Number Concepts | X | X | |||
Early Numeracy Scales | X | X | |||
Strengths & Difficulties (SDQ) | X | X | |||
Child Self-Regulation (CSBQ) | X | X | |||
Centre-level assessments | |||||
ECERS-E Environmental Rating | X | X | |||
SSTEW Environmental Rating | X | X |
PD professional development, DAS Differential Ability Scales, EYT Early Years Toolbox, SDQ Strengths & Difficulties Questionnaire, CSBQ Child Self-Regulation and Behaviour Questionnaire, ECERS-E Early Childhood Environment Rating Scale – Extended, SSTEW Sustained Shared Thinking and Emotional Wellbeing scale