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Enrolling by Invitation

NCT Number: NCT05880875

Enhancing Early Care and Education Through Reflective Supervision

The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.

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Key information

Conditions

Emotion Regulation Behavior Emotional Regulation Self-Control Social Behavior

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Bradley Hospital

Riverside, Rhode Island, 02915, United States

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Supervisor in Rhode Island state pre-kindergarten program

Exclusion criteria

  • Does not meet inclusion criteria above

Treatment and study plan

Reflective Supervision Enhancement

Behavioral

The Reflective Supervision enhancement is a professional development series designed to train and support directors and education coordinators supervising state pre-kindergarten classrooms in using a reflective supervision approach with their staff.

Primary outcomes

  1. Change from Baseline Teaching Progress Assessment at 9 months

    Time frame: At baseline (beginning of academic year), and in 9 months

    Rhode Island Department of Education record review

  2. Change from Baseline Teaching Progress Assessment at 12 months

    Time frame: At baseline (beginning of academic year), and in 12 months

    Rhode Island Department of Education record review

  3. Change from 9-month Teaching Progress Assessment at 12 months

    Time frame: At 9 months (end of academic year), and in 12 months (beginning of next academic year)

    Rhode Island Department of Education record review

  4. Change from Baseline Observed Classroom Quality at 9 months

    Time frame: At baseline (beginning of academic year), and in 9 months

    Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality

  5. Change from Baseline Observed Classroom Quality at 12 months

    Time frame: At baseline (beginning of academic year), and in 12 months

    Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality

  6. Change from 9-month Observed Classroom Quality at 12 months

    Time frame: At 9 months (end of academic year), and in 12 months (beginning of next academic year)

    Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality

  7. Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months

    Time frame: At baseline (beginning of academic year), and in 9 months

    Rhode Island Department of Education record review

  8. Change from Baseline Child Emotion Regulation at 9 months

    Time frame: At baseline (beginning of academic year), and in 9 months

    Social Competence Scale - Teacher Version, Emotion Regulation subscale, scores range from 0 to 4 with higher scores indicating greater emotion regulation

  9. Change from Baseline Child Prosocial/Communication Skills at 9 months

    Time frame: At baseline (beginning of academic year), and in 9 months

    Social Competence Scale - Teacher Version, Prosocial/Communication subscale, scores range from 0 to 4 with higher scores indicating greater prosocial/communication skills

  10. Change from Baseline Child Social Competence at 9 months

    Time frame: At baseline (beginning of academic year), and in 9 months

    Social Competence Scale - Teacher Version, Total Social Competence Score, scores range from 0 to 4 with higher scores indicating greater social competence

  11. Change from Baseline Child-Teacher Relationship Quality at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Student-Teacher Relationship Scale - Short Form, scores range from 1 to 5 with higher scores indicating a more positive relationship

Secondary outcomes

  1. Change from Baseline Supervisor Reflective Capacity at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Reflective Supervision Rating Scale, Adapted Version, scores range from 1 to 4 with higher scores indicating greater reflective capacity

  2. Change from Baseline Supervisory Competence at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Supervisor Self-Assessment, scores range from 1 to 5 with higher scores indicating greater supervisory competence

  3. Change from Baseline Supervisor Reflective Functioning at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning

  4. Change from Baseline Supervisor Well-Being at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being

  5. Change from Baseline Quality of Reflective Supervision Relationship at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Reflective Interaction Observation Scale, scores range from 1 to 5 with higher scores indicating a higher quality relationship

  6. Program Climate assessed by Early Childhood Environment Rating Scale-Revised

    Time frame: At 9 months (end of academic year)

    Rhode Island Department of Education record review

  7. Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report

    Time frame: At baseline (beginning of academic year) and in 9 months

    Reflective Supervision Rating Scale, scores range from 1 to 4 with higher scores indicating greater reflective capacity

  8. Change from Baseline Teacher Reflective Functioning at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning

  9. Change from Baseline Teacher Well-Being at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being

  10. Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Rhode Island Department of Education record review

  11. Change from Baseline Child Academic Skills at 9 months

    Time frame: At baseline (beginning of academic year) and in 9 months

    Social Competence Scale - Teacher Version, Academic Skills subscale, scores range from 0 to 4 with higher scores indicating greater academic skills

Sponsors and collaborators

Lead sponsor

Bradley Hospital

Other

Collaborators

  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Registry information

Official study title

Enhancing Early Care and Education Through Reflective Supervision to Promote Adaptive Emotion Regulation in Young Children

Important dates

Study start
2023
Primary completion
2027
Study completion
2027
First posted
May 30, 2023
Registry last updated
Sep 19, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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