Er opplæring viktig? Metaanalyse og oversikt over opplæring gitt til omsorgsgiver

Does training matter? A meta-analysis and review of caregiver training studies

Forfattere
Fukkink, R. G. Lont, A.
Årstall
2007
Tidsskrift
Early Childhood Research Quarterly
Volum
22
Sider
294-311
A review of studies published between 1980 and 2005 shows a significant positive effect of specialized training on the competency of caregivers in childcare (d = 0.45, S.E. = 0.10). Experimental results from the meta-analysis were significantly smaller for settings with no fixed curriculum content, delivery of the training at multiple sites and large-scale programs. Results were also smaller when tests were used that did not align closely with the content of the training. Furthermore, experimental results were smaller for the skills domain, compared to the knowledge and attitude domain. A subset of experiments with both caregiver and child data also showed a positive effect, supporting the causal link between caregiver training, caregiver competencies and child behavior in childcare, although this effect was not significant due to the small number of studies (d = 0.55, S.E. = 0.30). Based on these findings, we advocate the inclusion of instruction related to teacher-child interaction in the curriculum of vocational training for caregivers. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).

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Tiltaksnivå

Tidlig innsats

Tema

Foreldreferdigheter

Samspill

Tiltak

Psykologiske behandlingsmetoder

Foreldreveiledning/-terapi (feks COS, ICDP)

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Barn i førskolealder (3-5 år)

Barn i skolealder (6-12 år)

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