Enriching Childcare Centers with a School Readiness Intervention: Impact on Child Outcomes

Abstract

High-quality early childhood education (ECE) promotes the development of school readiness. Preschool attendance is common in the U.S. but the quality of preschool programming is highly variable. Enriching preschool curricula and professional development (PD) can enhance preschool benefits. However, these enrichments are challenging to implement in under-resourced community-based childcare centers. This study evaluated the impact of the Research-based, Developmentally Informed (REDI) program adapted for use in childcare centers. Participants included 663 children (47% girls, 53% boys, 66% White, 17% Black, 3% Asian, 13% Latinx, Mage = 4.60 years, SD = 0.33) attending 83 childcare centers which were randomly assigned to the intervention (n = 44) or a “usual practice” control group (n = 39). Research Findings: REDI boosted growth in child social-emotional competencies (emotion knowledge, competent social problem-solving, prosocial behavior) and emergent literacy skills (elision, blending). Moderated effects also emerged, with amplified benefits for children with lower baseline emotion knowledge and task orientation and higher baseline social competence and learning engagement. Within the intervention group, the quality of program delivery predicted behavioral improvements. Practice or Policy: Research-based curriculum enrichment and PD can be adapted for use in child-care centers and boost growth in multiple areas of child school readiness.