Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and intentional in their interactions had a significantly positive effect on targeted child outcomes. In this follow-up paper, we conducted secondary analyses exploring effects of the intervention across the two contexts, center- and family-based programs. Analyses showed that the social validity of the intervention was generally high in both settings, but even higher in family-based than center-based programs. Findings also showed that teachers in both types of programs implemented the intervention at a satisfactory level, but family-based teachers tended to implement more small-group activities and had more conversations with individual children. There were no differential impacts on child outcomes across the two contexts, except for an overall significant spill-over effect on the outcome of empathy within center-based care. Finally, we found that the intervention had positive effects on teachers’ use of counting and math activities in both types of programs.

中文翻译：

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检查婴幼儿入学准备干预对以中心和家庭为基础的计划的影响：结果是否具有普遍性？

婴儿和幼儿经常参加中心或家庭托儿计划。然而，人们对这两类项目（特别是基于家庭的项目）中引入的早期学习干预措施的功效知之甚少。目前的工作建立在最近一项实验结果的基础上，该实验结果表明，为期 20 周的婴幼儿干预支持中心和家庭教师在互动中更加明确和有意，对目标儿童的结果具有显着的积极影响。在这篇后续论文中，我们进行了二次分析，探讨了干预措施在两种背景下（以中心和家庭为基础的计划）的效果。分析表明，干预措施的社会效度在这两种环境中普遍较高，但以家庭为基础的项目甚至比以中心为基础的项目更高。调查结果还表明，两种类型项目的教师都以令人满意的水平实施了干预，但家庭教师倾向于实施更多的小组活动，并与个别儿童进行更多的对话。除了对中心护理中的同理心结果产生总体显着的溢出效应外，这两种情况对儿童结果没有差异影响。最后，我们发现干预措施对教师在两种类型的课程中使用计数和数学活动产生积极影响。