Implementing toddler interventions at scale: The case of “We learn together”
Dorthe Bleses, Peter Jensen, Anders Højen, Pauline Slot, Laura Justice.
The first years of life are characterized by rapid learning in several school readiness domains, including language, math, and social-emotional skills, all of which are important for later childhood outcomes and academic achievement in school. In this research, we investigate the effects of an early-stage evidence-based school readiness intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore the readiness of this intervention for scaling up. We replicated the findings of a prior trial of this intervention, and demonstrated that a 20-week curriculum with instructional content and supportive tools for teachers to be more explicit and intentional in their interactions with children can be implemented successfully under real-life circumstances and result in positive effects on targeted language and math skills.