Brief video-feedback training enhances childcare professionals’ interaction skills: A cluster randomized controlled trial

High-quality caregiver–child interactions are central to children’s development in early childhood education and
care (ECEC) settings. Professional development programs have been shown to improve caregivers’ interactional
skills, but evidence from large randomized controlled trials among caregivers working with infants and toddlers
remain limited. The present study evaluated the effectiveness of the Caregiver Interaction Profile (CIP) training, a
video-feedback-based professional development program designed to enhance caregivers’ interactional skills in
ECEC settings.
A two-armed cluster randomized controlled trial with a wait-list control group was conducted in childcare
centers in BLINDED, Denmark. Professional caregivers (N = 248; care groups = 48) working with 0-2-year-old
children were randomized to either CIP training (n = 123; care groups = 44) or a wait-list control group
(n = 125; care groups = 44). Caregiver interactional skills were assessed using a standardized observational
measure before and after the intervention.
Compared with the control group, caregivers who received the CIP-training showed significantly greater
improvements in Respect for Children’s Autonomy (β = .27, p =.044), Verbal Communication (β = .39, p =.004),
Developmental Stimulation (β = .41, p =.004), and Fostering Positive Peer Interactions (β = .52, p < .001). Improvements
in Sensitivity were also significant when adjusting for caregivers´educational background (β = .32, p
=.026). No intervention effects were found for Structuring and Limit-setting.
The findings add to the growing evidence that video-feedback-based professional development programs can
improve caregivers´interactional skills in ECEC settings. Future research should examine whether improvements
in caregiver-child interactions translate into positive developmental outcomes for children.