Testing the Effects of the Caregiver Interaction Profile Training on the Interactive Skills of Daycare Providers

The degree to which daycare providers respond promptly and appropriately to children's signals, coded using the Caregiver Interaction Profile scales (Helmerhorst et al., 2014), rated from 1 (low) to 7 (high).

The degree to which daycare providers are not intrusive but validate and encourage children's ideas, initiatives and intentions, coded using the Caregiver Interaction Profile scales (Helmerhorst et al., 2014), rated from 1 (low) to 7 (high).

The degree to which daycare providers structure activities in a way that children can benefit, and communicate clearly to children what is expected of them and ensure they comply with the expectations, coded using the Caregiver Interaction Profile scales (Helmerhorst et al., 2014), rated from 1 (low) to 7 (high).

The degree to which daycare providers verbally interact with children, and the quality of their interactions (incl form, tone, content), coded using the Caregiver Interaction Profile scales (Helmerhorst et al., 2014), rated from 1 (low) to 7 (high).

The degree to which daycare providers stimulate children's personal competencies (incl cognitive, creative, motor development), coded using the Caregiver Interaction Profile scales (Helmerhorst et al., 2014), rated from 1 (low) to 7 (high).

The degree to which daycare providers facilitate and stimulate children interacting with each other in positive ways, such as helping, comforting, sharing, collaborating, coded using the Caregiver Interaction Profile scales (Helmerhorst et al., 2014), rated from 1 (low) to 7 (high).

The Ages and Stages Questionnaire: Social-Emotional (ASQ:SE; Squires et al., 2001) measures signs of disturbances in children's socio-emotional development; higher scores reflect more indications of socio-emotional disturbances in development. The ASQ:SE is filled out by children's daycare providers. Items describe socio-emotional behaviours, and daycare providers indicate whether these apply "most of the time", "sometimes", or "rarely or never". They can check the item if it presents a particular concern for them, which increases the overall score.

The Ages and Stages Questionnaire: Social-Emotional (ASQ:SE; Squires et al., 2001) measures signs of disturbances in children's socio-emotional development; higher scores reflect more indications of socio-emotional disturbances in development. The questionnaires are filled out by one of the children's parents. Items describe socio-emotional behaviours, and parents indicate whether these apply "most of the time", "sometimes", or "rarely or never". They can check the item if it presents a particular concern for them, which increases the overall score.

The Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001) has 25 items about positive and negative attributes in children, such as how children behave in social relationships. Daycare providers indicate for each item on a 3-point scale to what degree it applies to the child in question. A total difficulties score is calculated, and a prosocial behavour (strength) score.

The Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001) has 25 items about positive and negative attributes in children, such as how children behave in social relationships. Parents indicate for each item on a 3-point scale to what degree it applies to their child. A total difficulties score is calculated, and a prosocial behavour (strength) score.

The Child Behaviour Checklist 1.5-5 (CBCL 1.5-5; Achenbach & Rescorla, 2000) has 99 items measuring problem behavior in young children (such as "afraid to try new things"), with answer options "not true", "somewhat/sometimes true", and "very/often true". This questionnaire is filled out by daycare providers. Higher scores indicate higher levels of problem behavior.

The Child Behavior Checklist 1.5-5 (CBCL 1.5-5; Achenbach & Rescorla, 2000) has 99 items measuring problem behavior in young children (such as "afraid to try new things"), with answer options "not true", "somewhat/sometimes true", and "very/often true". This questionnaire is filled out by parents. Higher scores indicate higher levels of problem behavior.

The MacArthur Communicative Development Inventory-short, adapted for daycare (CDI-short; Bleses et al., 2018) has 70 vocabulary items, including animal sounds, body parts, and food and drink, which are checked by the daycare provider if they have heard the child produce the item, independent of pronunciation. More checks indicate more advanced communicative development.

The MacArthur Communicative Development Inventory-short, adapted for daycare (CDI-short; Bleses et al., 2018) has 70 vocabulary items, including animal sounds, body parts, and food and drink, which are checked by parents if they have heard their child produce the item, independent of pronunciation. More checks indicate more advanced communicative development.