One of the main research questions in the Thrive by 3 study was whether the Thrive by 3 model for quality enhancement would improve the quality of teacher-toddler interactions?
The effectiveness of the Thrive by 3 was tested using a cluster-randomized controlled design (Buøen et al., 2021). 78 ECEC centers, with 187 toddler departments in Norway were randomly assigned to either the intervention group (n=87) or the control group (n=100). Interaction quality was measured using the Toddler version of the Classroom Assessment Scoring System (CLASS) at three time points: before, during, and after the intervention. The intervention period was 10 months.
Main findings at a glance:
- Thrive by 3 led to improved quality of teacher-toddler interactions, and already high interaction quality was maintained.
- There were significant group differences in the change in quality during the intervention period in both CLASS domains: Emotional and Behavioral Support (EBS) and Engaged Support for Learning (ESL), with generally larger differences in ESL.
- Quality increased in the intervention group but decreased in the control group.
- There were significant group differences in quality at baseline.
- We can conclude that the Thrive by 3 intervention with the 4 main components: 1) Quality assessment (with CLASS) and feedback, 2) Supervision and reflection, 3) Child development and mental health seminars, and 4) Manuals, booklets, posters, and website led to better interactional quality in toddler groups. In addition, it seems that such systematic work is necessary to prevent a decrease in quality during the schoolyear.
You can access the full article and other exciting publications from the study in the publication list further down on this page.