The effects of PedaSens intervention on early childhood professionals’ emotional availability

The aim of this study was to investigate the effects of a pedagogical group sensitivity (PedaSens) intervention on early childhood professionals’ (ECPs) emotional availability (EA) in group interactions. A total of 61 ECPs and 264 children 1–6 years of age were included in the follow-up study. To measure the effects of the intervention, participants were randomized to intervention and control groups. The intervention consists of raising ECPs’ knowledge of PedaSens both with theoretical information and video observations collected from the study groups. The quality of interaction was assessed with the Emotional Availability Scales before the intervention and the following assessments were approximately 6 and 9 months after the first assessment. Statistical analyses were used to test the differences in EA between the study groups. According to the results, intervention had a positive effect on ECPs’ EA sensitivity and non-intrusiveness. The results suggest that PedaSens intervention is effective in supporting the emotional availability of ECPs. In-service training for ECP teams aiming to enhance interaction skills and reflective processes offer an effective way to improve the quality of early childhood education and care.Peer reviewe

Impact of pedagogical intervention on early childhood professionals’ emotional availability to children with different temperament characteristics

The purpose of this study was to evaluate the impact of pedagogical intervention on early childhood education professionals’ emotional availability to children with different temperament characteristics. Participants were 136 children (intervention group = 87; control group = 49) aged 1–6 years from 16 early childhood and care centres in Finland. The PedaSens intervention was a 9-month programme that included theory and video-based training for the professionals. Adult–child interaction was assessed with the Emotional Availability Scales before and after the intervention, and children’s temperament was assessed with the Early Childhood Behavior Questionnaire. According to results, early childhood professionals’ emotional availability increased in the intervention group, especially to children with high levels of activity and pleasure seeking and with low levels of attentional focusing. We argue that the quality of interaction in early childhood education and care can be increased by targeting professional trainings to support children with different temperament characteristics.Peer reviewe

Children's biological givens, stress responses, language and cognitive abilities and family background after entering kindergarten in toddlerhood

We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress regulation in early years. Participants were 129 children (age 7 to 23 months) from 29 kindergartens. Stress response regulation was assessed by measuring salivary cortisol and alpha-amylase activity. Cognitive and language abilities were assessed using Bayley-III and children temperament with ECBQ-questionnaire. Family characteristics were assessed with surveys. Results suggest that children are alerted during kindergarten day, but their stress response regulation is balanced. Girls and boys differed in cognitive and language abilities. We propose that childrens individual needs should be better acknowledged in kindergartens.Peer reviewe

The effects of PedaSens intervention on early childhood professionals’ emotional availability

The aim of this study was to investigate the effects of a pedagogical group sensitivity (PedaSens) intervention on early childhood professionals’ (ECPs) emotional availability (EA) in group interactions. A total of 61 ECPs and 264 children 1–6 years of age were included in the follow-up study. To measure the effects of the intervention, participants were randomized to intervention and control groups. The intervention consists of raising ECPs’ knowledge of PedaSens both with theoretical information and video observations collected from the study groups. The quality of interaction was assessed with the Emotional Availability Scales before the intervention and the following assessments were approximately 6 and 9 months after the first assessment. Statistical analyses were used to test the differences in EA between the study groups. According to the results, intervention had a positive effect on ECPs’ EA sensitivity and non-intrusiveness. The results suggest that PedaSens intervention is effective in supporting the emotional availability of ECPs. In-service training for ECP teams aiming to enhance interaction skills and reflective processes offer an effective way to improve the quality of early childhood education and care.Peer reviewe

The effects of PedaSens intervention on early childhood professionals’ emotional availability

The aim of this study was to investigate the effects of a pedagogical group sensitivity (PedaSens) intervention on early childhood professionals’ (ECPs) emotional availability (EA) in group interactions. A total of 61 ECPs and 264 children 1–6 years of age were included in the follow-up study. To measure the effects of the intervention, participants were randomized to intervention and control groups. The intervention consists of raising ECPs’ knowledge of PedaSens both with theoretical information and video observations collected from the study groups. The quality of interaction was assessed with the Emotional Availability Scales before the intervention and the following assessments were approximately 6 and 9 months after the first assessment. Statistical analyses were used to test the differences in EA between the study groups. According to the results, intervention had a positive effect on ECPs’ EA sensitivity and non-intrusiveness. The results suggest that PedaSens intervention is effective in supporting the emotional availability of ECPs. In-service training for ECP teams aiming to enhance interaction skills and reflective processes offer an effective way to improve the quality of early childhood education and care.publishedVersionPeer reviewe