Assessing the effectiveness and implementation of a universal classroom-based set of educator practices to improve preschool children's outcomes: Protocol for a cluster randomized controlled type 2 hybrid trial in Singapore

Abstract

Abstract Background Providing high-quality early childhood care and education is widely understood as key to maximizing children's potential to succeed later in life, as it equips young children with the essential skills and competencies needed for their development. Despite the government's efforts to support the early childhood sector, educators in Singapore continue to report difficulties in implementing practices in classrooms that promote children's social, emotional, and cognitive development. To enhance educators' skills in these domains, we developed the Enhancing and Supporting Early development to better children's Lives (EASEL) Approach, a set of universal, educator-delivered practices for use with 3-6-year-old children to improve social, emotional, behavioral, and executive functioning (SEB+EF) outcomes. Methods This study will evaluate the implementation and effectiveness of the EASEL Approach in improving early childhood educators' teaching practices and, in turn, children's SEB+EF outcomes. We will conduct a cluster randomized controlled trial that utilizes a type 2 hybrid implementation-effectiveness design in 12 childcare centers. We will use the EPIS (Explore, Prepare, Implement, Sustain) Framework to support the implementation of the EASEL Approach. Implementation strategies include training, educator self-assessments, practice-based coaching, and data monitoring. Primary outcomes include educators' teaching practices and their adoption of the EASEL Approach in everyday practice. Secondary outcomes include the acceptability and feasibility of the EASEL Approach and children's SEB+EF outcomes. Quantitative and qualitative data will be collected at baseline, six months, and after implementation. Conclusion Findings from this study will provide important evidence on the implementation of the EASEL Approach in early childhood classrooms in Singapore and the effectiveness of the EASEL Approach in improving educators' teaching practices and children's SEB+EF outcomes. Trial registration This study was prospectively registered on ClinicalTrials.gov, Identifier: NCT05445947 on 6th July 2022.