Working... Menu

Tuning in to Kids in Norwegian FUS Kindergartens (TIK-FUS)

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Know the risks and potential benefits of clinical studies and talk to your health care provider before participating. Read our disclaimer for details. Identifier: NCT03985124
Recruitment Status : Not yet recruiting
First Posted : June 13, 2019
Last Update Posted : June 13, 2019
Information provided by (Responsible Party):
Sophie Havighurst, University of Oslo

Brief Summary:
The proposed project will aim to evaluate the impact of the Tuning in to Kids program for teachers using a randomised controlled research design with 48 kindergartens across Norway (Oslo, Trondheim and Bergen). Kindergartens will be randomised into intervention or 12-month wait list control. Measures will be given to kindergarten leaders, teachers, parents and in a subset of kindergartens children. Intervention kindergartens will receive training in how to be more emotion coaching as well as helping teachers understand and manage their own emotions. Primary outcomes are teachers' responsiveness to children's emotions and the overall classroom functioning/climate. Secondary outcomes are impacts on kindergarten functioning, staff absences/turn over, parents reports of children's emotional, behavioural and social functioning.

Condition or disease Intervention/treatment Phase
Emotional Intelligence Behavioral: Tuning in to Kids for Teachers Not Applicable

  Show Detailed Description

Layout table for study information
Study Type : Interventional  (Clinical Trial)
Estimated Enrollment : 900 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Intervention Model Description: Cluster randomised controlled trial
Masking: None (Open Label)
Primary Purpose: Prevention
Official Title: A Randomized Controlled Trial of Tuning in to Kids in Norwegian FUS Kindergartens
Estimated Study Start Date : August 1, 2019
Estimated Primary Completion Date : December 31, 2020
Estimated Study Completion Date : December 31, 2021

Arm Intervention/treatment
Experimental: Intervention TIK-T
24 kindergartens will receive the full intervention. Dosage: 1 3 hour implementation session for kindergarten leaders; 1 x 2-day training workshop for kindergarten leaders and a lead resource person in each kindergarten who will support teachers in learning and implementing Emotion Coaching with children; 2 full training days for all teachers/childcare workers in Emotion Coaching; 2 x booster sessions for all teachers with the resource person in their kindergarten to assist them in using Emotion Coaching with children in their kindergartens.
Behavioral: Tuning in to Kids for Teachers
This is an emotion-focused intervention for teachers giving them skills in emotion coaching children in their care and also understanding and managing their own emotions.

No Intervention: wait list control
24 kindergartens will be in the 12-month wait list condition

Primary Outcome Measures :
  1. Change in Coping with Toddler's Negative Emotions Scale (CTNES) [ Time Frame: Baseline and 10 month follow up ]
    Teacher's responsiveness to children's emotions using the CTNES (12 scenarios, 6 possible responses for each)

  2. Change in Classroom Assessment Scoring System (CLASS) [ Time Frame: Baseline and 10 month follow up ]
    The CLASS" is an observational tool for assessing classroom quality in the kindergarten based on teacher - child interactions in the classroom rather than evaluation of the physical environment or a specific curriculum. Divided into 3 domains: emotional support (positive climate, negative climate, teacher sensitivity, and regard for student perspectives), classroom organization (behavior management, productivity, and instructional learning formats), and instructional support (concept development, quality of feedback, and language modeling). These constructs are rated on a 7-point scale (1-2 low, 3-5 mid, and 6-7 high) recorded in 30-minutes (20 min observation, 10 min scoring) cycles over a period of up to 3 hours (with six as the recommended average number of observation cycles).

Secondary Outcome Measures :
  1. Change on Brief Problem Monitor (BPM) [ Time Frame: Baseline and 10 month follow up ]
    Parent reports on children's behavioural functioning using the BPM, an 18-item parent-reported questionnaire. Items are rated on a 0, 1, 0r 2 scale, with one being absence and 2 being strongly indicated.

  2. Change on Emotion Regulation Checklist, [ Time Frame: Baseline and 10 month follow up ]
    Parent report on child emotion regulation; a 24 item parent reported questionnaire that gives subscales of emotion regulation and lability/negativity.

  3. Change on EAS Temperament Scale [ Time Frame: Baseline and 10 month follow up ]
    Parent report on child emotionality using a 20 item measure that gives subscales of Reactivity, Sociability, Shyness and Activity

  4. Change on Emotional literacy - parent reported [ Time Frame: Baseline and 10 month follow up ]
    Parent report emotion language using a list of 60 emotion words where parents indicate whether or not the child would understand the given word.

  5. Change on Emotional literacy - direct assessment [ Time Frame: Baseline and 10 month follow up ]
    Using an iPad, and 60 different emotion words, testers will ask the child to point to one of 4 pictures to see if they can identify emotion words.

  6. Change on Parent perception of kindergarten environment [ Time Frame: Baseline and 10 month follow up ]
    Questions about perceived emotional support child receives in kindergarten. These will be set questions asking parents to rate on a 1 - 5 point likert scale their satisfaction, support etc from the kindergarten.

  7. Change on Teacher perception of kindergarten environment [ Time Frame: Baseline and 10 month follow up ]
    Questions about perceived support teacher received in workplace. These will be set questions asking teachers to rate on a 1 - 5 point likert scale their satisfaction, support perceived functioning of the kindergarten.

Information from the National Library of Medicine

Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the contacts provided below. For general information, Learn About Clinical Studies.

Layout table for eligibility information
Ages Eligible for Study:   Child, Adult, Older Adult
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes

Inclusion Criteria:

  • teachers/kindergarten workers in the eligible kindergartens
  • all children

Exclusion Criteria:

  • none

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its identifier (NCT number): NCT03985124

Layout table for location contacts
Contact: Sophie S Havighurst, PhD +4722845111
Contact: Ida Tidemann, M.A.

Sponsors and Collaborators
University of Oslo
Layout table for investigator information
Study Chair: Evalill B Karevold, PhD University of Oslo

Layout table for additonal information
Responsible Party: Sophie Havighurst, Associate Professor, University of Oslo Identifier: NCT03985124     History of Changes
Other Study ID Numbers: 001
First Posted: June 13, 2019    Key Record Dates
Last Update Posted: June 13, 2019
Last Verified: June 2019
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: No

Layout table for additional information
Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No