Brief video-feedback training enhances childcare professionals’ interaction skills: A cluster randomized controlled trial

Abstract

High-quality caregiver–child interactions are central to children’s development in early childhood education and care (ECEC) settings. Professional development programs have been shown to improve caregivers’ interactional skills, but evidence from large randomized controlled trials among caregivers working with infants and toddlers remain limited. The present study evaluated the effectiveness of the Caregiver Interaction Profile (CIP) training, a video-feedback-based professional development program designed to enhance caregivers’ interactional skills in ECEC settings. A two-armed cluster randomized controlled trial with a wait-list control group was conducted in childcare centers in BLINDED, Denmark. Professional caregivers ( N = 248; care groups = 48) working with 0-2-year-old children were randomized to either CIP training ( n = 123; care groups = 44) or a wait-list control group ( n = 125; care groups = 44). Caregiver interactional skills were assessed using a standardized observational measure before and after the intervention. Compared with the control group, caregivers who received the CIP-training showed significantly greater improvements in Respect for Children’s Autonomy (β = .27, p =.044), Verbal Communication (β = .39, p =.004), Developmental Stimulation (β = .41, p =.004), and Fostering Positive Peer Interactions (β = .52, p < .001). Improvements in Sensitivity were also significant when adjusting for caregivers´ educational background (β = .32, p =.026). No intervention effects were found for Structuring and Limit-setting . The findings add to the growing evidence that video-feedback-based professional development programs can improve caregivers´ interactional skills in ECEC settings. Future research should examine whether improvements in caregiver-child interactions translate into positive developmental outcomes for children.