Introducing the Incredible Years Teacher and Classroom Dinosaur Programmes in Jamaican Preschools:...

Introducing the Incredible Years Introducing the Incredible Years Teacher and Classroom Dinosaur Teacher and Classroom Dinosaur

Programmes in Jamaican Programmes in Jamaican Preschools:Preschools:

Results from a pilot studyResults from a pilot study

Helen Baker-Henningham

Department of Educational Studies, University of the West Indies, Jamaica

The prevalence of externalising behaviour The prevalence of externalising behaviour disorders in 5-6 year old Jamaican children is disorders in 5-6 year old Jamaican children is 12%.12%.

Likely to be higher in inner-city areas.Likely to be higher in inner-city areas. Few children access appropriate services.Few children access appropriate services. There is a paucity of prevention services for There is a paucity of prevention services for

young children with social and emotional young children with social and emotional problems.problems.

PrevalencePrevalence

Children’s emotional self regulation and social Children’s emotional self regulation and social

competence are powerful predictors of school competence are powerful predictors of school success, even after controlling for variation in success, even after controlling for variation in cognitive abilities.cognitive abilities.

Children with emotional and behavioural Children with emotional and behavioural difficulties are at high risk for a range of negative difficulties are at high risk for a range of negative outcomes – e.g. underachievement, school drop outcomes – e.g. underachievement, school drop out, and continuing aggression and substance out, and continuing aggression and substance abuse.abuse.

Need for social-emotional training Need for social-emotional training in early childhoodin early childhood

School based, preventative interventions, School based, preventative interventions, implemented during the early childhood years, implemented during the early childhood years, have been effective in reducing child conduct have been effective in reducing child conduct problems and promoting child social and problems and promoting child social and emotional competence in developed countries.emotional competence in developed countries.

No reports of such interventions from developing No reports of such interventions from developing countries – urgent need to implement and countries – urgent need to implement and evaluate feasible interventions in different cultural evaluate feasible interventions in different cultural and economic contexts where access to and economic contexts where access to childhood mental health services is extremely childhood mental health services is extremely limited.limited.

School Based InterventionsSchool Based Interventions

Cater to children aged 3-6 years (and 2 year olds)Cater to children aged 3-6 years (and 2 year olds) High child-teacher ratio (1:25 children)High child-teacher ratio (1:25 children) Untrained teachersUntrained teachers Few resourcesFew resources OvercrowdingOvercrowding High noise levelsHigh noise levels Strong focus on academics and little emphasis on other Strong focus on academics and little emphasis on other

aspects of development.aspects of development. Few opportunities for play & explorationFew opportunities for play & exploration Mostly teacher-directed activitiesMostly teacher-directed activities English as a second language in school settingEnglish as a second language in school setting Corporal punishment is common (a recent Act bans the Corporal punishment is common (a recent Act bans the

use of corporal punishment in preschools but it is not use of corporal punishment in preschools but it is not enforced)enforced)

Jamaican PreschoolsJamaican Preschools

Parent TrainingParent Training Greatest evidence baseGreatest evidence base But costly: need child care, transportation, refreshments, But costly: need child care, transportation, refreshments,

gifts etc.gifts etc. May be more feasible as a targeted program for children May be more feasible as a targeted program for children

at higher risk.at higher risk.

Teacher TrainingTeacher Training Less costly and more feasibleLess costly and more feasible One trained teacher can result in benefits to a number of One trained teacher can result in benefits to a number of

high risk childrenhigh risk children Teachers can be trained to teach social / emotional skills Teachers can be trained to teach social / emotional skills

to children and to reach out to parentsto children and to reach out to parents Children’s behaviour at school is key to their school Children’s behaviour at school is key to their school

successsuccess

Most feasible approach?Most feasible approach?

Range of training programmes: Range of training programmes: Parent Training Parent Training Teacher TrainingTeacher Training Child TrainingChild Training

Validated in different settings and with people from Validated in different settings and with people from diverse cultures.diverse cultures.

Manualised, training and supervision available.Manualised, training and supervision available.

Designed for implementation during the early childhood Designed for implementation during the early childhood years.years.

Incredible Years Training SeriesIncredible Years Training Series

The StudyThe Study

5 focus groups with parents of basic school children (47 5 focus groups with parents of basic school children (47 parents)parents)

4 focus groups with basic school teachers (42 teachers)4 focus groups with basic school teachers (42 teachers) 7 key informant interviews with basic school principals7 key informant interviews with basic school principals Extensive unstructured observations in basic school Extensive unstructured observations in basic school

classroomsclassrooms

Preliminary WorkPreliminary Work

Identify common behaviour problemsIdentify common behaviour problems Investigate parents’ and teachers’ perceptions of why Investigate parents’ and teachers’ perceptions of why

these behaviours occurthese behaviours occur Investigate behaviour management strategies usedInvestigate behaviour management strategies used Identify how the IY programmes can be effectively used Identify how the IY programmes can be effectively used

in the Jamaican early childhood settingin the Jamaican early childhood setting

Study DesignStudy Design5 Basic Schools5 Basic Schools

Intervention Group: Intervention Group: n =n = 3 IY Teacher Training (October – May) and IY Dina Classroom Training (January – May)

Control Group: Control Group: n = 2

Additional educational materials

15 classrooms12 classrooms

Stratified, Randomised

Children screened for behaviour and / or attentional problems through teacher report: approx 5-6 children / class selected

69 children69 children 65 children65 children

64 children64 children 60 children60 children

5 lost

5 lost

Building positive relationships with childrenBuilding positive relationships with children Building parent-teacher collaborationsBuilding parent-teacher collaborations Importance of teacher attention, encouragement Importance of teacher attention, encouragement

and praiseand praise Preventing problems: proactive teachingPreventing problems: proactive teaching Decreasing inappropriate behaviourDecreasing inappropriate behaviour Promoting positive social skills, emotional Promoting positive social skills, emotional

literacy and problem solving in the classroom.literacy and problem solving in the classroom.

Teacher Program ContentTeacher Program Content

Building a positive relationship with each teacherBuilding a positive relationship with each teacher Use of videotape modelling to promote discussionUse of videotape modelling to promote discussion Collaborative process: teachers learn by identifying Collaborative process: teachers learn by identifying

principles through guided discussion and solving their principles through guided discussion and solving their own and each others problemsown and each others problems

Role play and rehearsal to reinforce and practice skillsRole play and rehearsal to reinforce and practice skills Group support: other teachers are expertsGroup support: other teachers are experts Monthly classroom assignments to promote application of Monthly classroom assignments to promote application of

skills in the classroomskills in the classroom Individual behaviour plans for children with behaviour Individual behaviour plans for children with behaviour

problemsproblems

Teacher Program MethodsTeacher Program Methods

More timeMore time More practical activities & role playsMore practical activities & role plays Monthly classroom assignments more explicitMonthly classroom assignments more explicit Monitoring checklist designed to encourage Monitoring checklist designed to encourage

teachers to monitor themselvesteachers to monitor themselves 1 page handout of key concepts to accompany 1 page handout of key concepts to accompany

each workshopeach workshop Additional items added to assessment checklistsAdditional items added to assessment checklists Behaviour planning forms more explicitBehaviour planning forms more explicit Less emphasis on written assignments & more Less emphasis on written assignments & more

individual sessions to allow for verbal feedbackindividual sessions to allow for verbal feedback

Adaptations for Ja ContextAdaptations for Ja Context

How to do your best in school (4 weeks)How to do your best in school (4 weeks) Understand classroom rulesUnderstand classroom rules Follow instructionsFollow instructions Ignore distractionsIgnore distractions Persistence: keep trying when the task is difficultPersistence: keep trying when the task is difficult

Understanding and detecting feelings (4 weeks)Understanding and detecting feelings (4 weeks) Learning words for different feelingsLearning words for different feelings Learning to recognise different feelings Learning to recognise different feelings Understanding why different feelings occurUnderstanding why different feelings occur Discussing what we can do to make ourselves and Discussing what we can do to make ourselves and

others feel betterothers feel better

Child Program ContentChild Program Content

Anger management (2 weeks)Anger management (2 weeks) Learning to recognise when they are getting angryLearning to recognise when they are getting angry Practicing anger management steps – “doing turtle”Practicing anger management steps – “doing turtle” Learning appropriate ways of expressing angerLearning appropriate ways of expressing anger

Friendship skills (4 weeks)Friendship skills (4 weeks) Learning and practicing friendship skills (e.g. sharing, Learning and practicing friendship skills (e.g. sharing,

taking turns, swapping, working together, praising, taking turns, swapping, working together, praising, asking & listening)asking & listening)

Discussing and practicing different contexts in which Discussing and practicing different contexts in which these skills can be learntthese skills can be learnt

Child Program ContentChild Program Content

Child size puppets, colourful cue cards to engage Child size puppets, colourful cue cards to engage children and make concepts more meaningfulchildren and make concepts more meaningful

Use of rituals and routines to enhance Use of rituals and routines to enhance participation and learningparticipation and learning

Modeling of concepts followed by children Modeling of concepts followed by children rehearsing skillrehearsing skill

Small group practice activities to reinforce skillsSmall group practice activities to reinforce skillsPromoting skills taught throughout the dayPromoting skills taught throughout the day

Child Program MethodsChild Program Methods

Puppet is used to role play scenarios rather than Puppet is used to role play scenarios rather than basing lessons on discussion and / or videosbasing lessons on discussion and / or videos

More visual aids & materials are used to More visual aids & materials are used to promote children’s understanding and promote children’s understanding and participationparticipation

Feasibility is paramountFeasibility is paramount materials must be available or easily accessiblematerials must be available or easily accessible all activities must be suitable for use by the teacher all activities must be suitable for use by the teacher

without additional assistancewithout additional assistance limited use of handouts & homework assignmentslimited use of handouts & homework assignments

Adaptations for Ja ContextAdaptations for Ja Context

Teacher BehaviourTeacher Behaviour

4 x 15 minute observations of teacher behaviour (2 ‘teaching’ sessions & 2 ‘activity’ sessions). Event recording of:

Negative behaviours: critical comments, physical negative, intrusion, warnings, negative commands

Positive / nurturing behaviours: labelled & unlabelled praise, incentives/ rewards, descriptive commenting, physical positive, grandma’s rule

Commands: direct commands, indirect commands Teaching social and emotional competence: talking about

feelings, encouraging friendship skills, reminding children of rules.

All behaviours have clear descriptors documented in an observation manual with examples and non-examples of each

Measurements: Pre and PostMeasurements: Pre and Post

Adapted from: DIPCS (Robinson & Eyeberg, 1981) & T-POT (Martin, 2005)

Classroom atmosphereClassroom atmosphereFour 5 point rating scales completed after each 15 min observation

Level of appropriate behaviour Opportunities to share and help each other Level of interest and enthusiasm Teacher warmth

Clear descriptors provided for each point on each scale


Adapted from Conduct Problems Prevention Research Group Rating ScalesAdapted from Conduct Problems Prevention Research Group Rating Scales

Screening instrumentScreening instrumentTeacher rated each child in her class: yes or no.Teacher rated each child in her class: yes or no.

DefinitionDefinitionChild has some difficulties with:

Behaviour (for example, fighting, disrupting the class) &/orBehaviour (for example, fighting, disrupting the class) &/or Paying attention (including often out of seat, not doing their Paying attention (including often out of seat, not doing their

work, not listening to teacher)work, not listening to teacher)

Measurements: Selecting children who Measurements: Selecting children who are at riskare at risk

Child Behaviour:Child Behaviour:Strengths and Difficulties Questionnaire: hyperactivity,

emotional problems, peer problems, conduct problems and prosocial behaviour

Teacher-Parent Contacts:Teacher-Parent Contacts: Number and content of teacher-parent contacts during Number and content of teacher-parent contacts during

the previous week (by teacher report): rated by the previous week (by teacher report): rated by interviewer as positive, negative or neutralinterviewer as positive, negative or neutral


594 children (292 boys and 302 girls)594 children (292 boys and 302 girls)

27.8% (165) identified as having a behavioural difficulty27.8% (165) identified as having a behavioural difficulty 33.9 % (99) boys33.9 % (99) boys21.9% (66) girls21.9% (66) girls

Results of Screen Results of Screen

Change in teacher positives in Change in teacher positives in intervened and control classroomsintervened and control classrooms

45

65

85

105

125

145

165

185

205

Baseline Final

Intervened

Control

p < .001; Values are median scores / hour of observationp < .001; Values are median scores / hour of observation

Change in teacher negatives in Change in teacher negatives in intervened and control classroomsintervened and control classrooms

40

50

60

70

80

90

100

110

120

130

Baseline Final

Intervened

Control


Change in teacher commands in Change in teacher commands in intervened and control classroomsintervened and control classrooms

210

220

230

240

250

260

270

280

290

300

310

Baseline Final

Intervened

Control

p < . 05; Values are median scores / hour of observation. p < . 05; Values are median scores / hour of observation. Intervention effect no longer significant when control for the school effect.Intervention effect no longer significant when control for the school effect.

Change in promoting social & Change in promoting social & emotional skills in intervened and emotional skills in intervened and

control classroomscontrol classrooms

0

5

10

15

20

25

30

35

40

45

50

Baseline Final

Intervened

Control


-1

-0.5

0

0.5

1

1.5

2

AppropriateBehaviour

Sharing /Helping

Interest /Enthusiasm

TeacherWarmth

Intervened

Control

Change in classroom ratings in Change in classroom ratings in intervened and control classroomsintervened and control classrooms

***p < .001, **p < .01; Values are mean change (final – baseline) scores

****** ****

****

******

Change in children’s prosocial skillsChange in children’s prosocial skills

4.5

5.5

6.5

Baseline Final

Intervened

Control

p = .09, controlling for child sex and initial score; if control for school effect, p = .09, controlling for child sex and initial score; if control for school effect, no longer significant: ES = 0.38. no longer significant: ES = 0.38. Mean scores are presented. Mean scores are presented.

Change in children’s total difficulties Change in children’s total difficulties score on SDQscore on SDQ

10

12

14

16

18

20

Baseline Final

Intervened

Control

p < .01, controlling for child sex and initial score. If control for school effect, no p < .01, controlling for child sex and initial score. If control for school effect, no longer significant: ES: 0.56). longer significant: ES: 0.56). Mean scores are presented. Mean scores are presented.

Regression coefficient

(Standard error)

Change in positive parent contacts*** 0.96 (0.19)

Change in negative parent contacts* -0.29 (0.12)

***p < .001, *p < .05

Change in parent-teacher contacts in Change in parent-teacher contacts in intervened and control classroomsintervened and control classrooms

Teacher Behaviours per Hour of Observation

Jamaican Schools

Welsh Schools*

Teacher positives

49 300

Teacher negatives

86 20

Teacher commands

223 141

*Hutchings et al (in press)

Results of Qualitative InquiryResults of Qualitative Inquiry

Interviews with 15 teachers who had Interviews with 15 teachers who had participated in the intervention.participated in the intervention.

All interviews were conducted by a researcher All interviews were conducted by a researcher who was not involved in the intervention.who was not involved in the intervention.

Interviews were taped and transcribed.Interviews were taped and transcribed.

Framework analysis was used.Framework analysis was used.

“ “They are three year olds and I now get to understand that, They are three year olds and I now get to understand that, hey they are three and they won’t sit all the time, just give hey they are three and they won’t sit all the time, just give them a little wiggle space.” them a little wiggle space.”

(teacher of 3 year olds)(teacher of 3 year olds)

““It open my eyes, it make me see different, stop looking only It open my eyes, it make me see different, stop looking only at the ones that are bright but look at the other ones who at the ones that are bright but look at the other ones who aren’t and make them feel important just like the other aren’t and make them feel important just like the other ones, not to feel left out but them feel appreciated.”ones, not to feel left out but them feel appreciated.”


Understanding ChildrenUnderstanding Children

“ “I would just sit and observe the free activity area but now I would just sit and observe the free activity area but now from what I learned, I get up and go around and listen to from what I learned, I get up and go around and listen to what they are saying and encourage them. Normally, I what they are saying and encourage them. Normally, I would sit at my desk, now I get up and meet them at the would sit at my desk, now I get up and meet them at the door, rap with them a little so they start to open up.”door, rap with them a little so they start to open up.”


““When they are in the corners playing, I’ll go into the corners When they are in the corners playing, I’ll go into the corners and sit with them and be more interested in what they are and sit with them and be more interested in what they are doing and sometimes I even role play along with them doing and sometimes I even role play along with them and they love that. You see them smile and it makes you and they love that. You see them smile and it makes you feel good. To see the fun that they have when I play with feel good. To see the fun that they have when I play with them, they laugh and say ‘Look at teacher’.”them, they laugh and say ‘Look at teacher’.”


Playing with / spending time with childrenPlaying with / spending time with children

““Changing my whole outlook on the punishment and hitting and stuff Changing my whole outlook on the punishment and hitting and stuff because most of the time the slapping don’t really work anyways, and because most of the time the slapping don’t really work anyways, and now we find the new stuff, it’s less stressful for you because you don’t now we find the new stuff, it’s less stressful for you because you don’t have to be saying the same thing over and over and doing the same have to be saying the same thing over and over and doing the same stuff over and over and not getting a result.” stuff over and over and not getting a result.”


““With the difficult children, some of the time, when they misbehave I would With the difficult children, some of the time, when they misbehave I would respond by either giving them a little slap or maybe shouting at them respond by either giving them a little slap or maybe shouting at them but instead now I find myself looking for times I can praise them and but instead now I find myself looking for times I can praise them and that really works. It works far better than shouting. I am less stressed that really works. It works far better than shouting. I am less stressed and it has helped me be more patient and tolerant.”and it has helped me be more patient and tolerant.”

(teacher of 4 year olds(teacher of 4 year olds))

Reducing corporal punishmentReducing corporal punishment

““If they are sitting in the areas you hear them talking to each If they are sitting in the areas you hear them talking to each other, they are playing with the teddy and they ask ‘How other, they are playing with the teddy and they ask ‘How are you feeling today? Are you feeling sad?’are you feeling today? Are you feeling sad?’


““At first the children in the classroom, they are so angry like At first the children in the classroom, they are so angry like they use their pencils to stab each other. When they feel a they use their pencils to stab each other. When they feel a child is not giving them …they just angry. Now they are child is not giving them …they just angry. Now they are more calm. more calm. They have been controlling anger by taking a They have been controlling anger by taking a deep breath and calm down themselves and using their deep breath and calm down themselves and using their ignore muscles.ignore muscles. ”” (teacher of 5 year olds)(teacher of 5 year olds)

Children’s emotional developmentChildren’s emotional development

“ “Sometimes another child will come in and they just Sometimes another child will come in and they just give the child a compliment and if a child come and give the child a compliment and if a child come and helps somebody, they will come and say, ‘That was helps somebody, they will come and say, ‘That was very good, very kind.’ They love to do the very good, very kind.’ They love to do the compliments.” compliments.”


““They ask for something when they need it, they don’t They ask for something when they need it, they don’t just pull it from the other person, the sharing – just pull it from the other person, the sharing – children keep coming to me to tell me that they are children keep coming to me to tell me that they are sharing.” sharing.”


Children have better social skillsChildren have better social skills

“ “ She would just bite and she can’t sit by nobody and Tenice She would just bite and she can’t sit by nobody and Tenice can’t agree with nobody and now I can put her to sit can’t agree with nobody and now I can put her to sit beside anybody. I used to put her at just one spot that I beside anybody. I used to put her at just one spot that I can see her and say ‘TENICE’ … and now she is helpful can see her and say ‘TENICE’ … and now she is helpful and she is just in her class, do her work and things. And I and she is just in her class, do her work and things. And I tell her mummy about the improvement and she stand up tell her mummy about the improvement and she stand up there and she say ‘I can’t believe this is Tenice’ and I say there and she say ‘I can’t believe this is Tenice’ and I say ‘Yes, it’s the same Tenice’ and the next day they bring me ‘Yes, it’s the same Tenice’ and the next day they bring me mango, they so happy.”mango, they so happy.”


Children have better social skillsChildren have better social skills

“ “I have a better relationship with the parents. Cause at first you I have a better relationship with the parents. Cause at first you tend to want to give the negative, ‘He’s not behaving well’ and tend to want to give the negative, ‘He’s not behaving well’ and now you say ‘Tajay did this today, he sat at his table and now you say ‘Tajay did this today, he sat at his table and completed his task.’ The parents know that ‘Hey, my child is completed his task.’ The parents know that ‘Hey, my child is doing something in school and he is great.’ It’s working. Parents doing something in school and he is great.’ It’s working. Parents are interested to come.”are interested to come.”(teacher of 5 year olds)(teacher of 5 year olds)

““Say for instance the child shares or helps a child outside who falls, Say for instance the child shares or helps a child outside who falls, we send a happygram home to the parents. The parents they we send a happygram home to the parents. The parents they respond very nicely, they come in and they say they like the way respond very nicely, they come in and they say they like the way the child has been sharing in class.” the child has been sharing in class.” (teacher of 5 year olds)(teacher of 5 year olds)

Improved relationships with parentsImproved relationships with parents

“ “Parents are telling us that they are using those same skills at home, Parents are telling us that they are using those same skills at home, waiting turns, asking, complimenting. A parent told me that she had waiting turns, asking, complimenting. A parent told me that she had dressed for somewhere and the child complimented her and she dressed for somewhere and the child complimented her and she went somewhere and she was pushing and the child told her to went somewhere and she was pushing and the child told her to wait her turn” wait her turn”


““It’s helping, not just in the school but in the home. It is rubbing off It’s helping, not just in the school but in the home. It is rubbing off because their cousins and everybody is talking about the rules because their cousins and everybody is talking about the rules when they are playing at home. The parents say they hear the when they are playing at home. The parents say they hear the children saying ‘Keep your hands to yourself’.” children saying ‘Keep your hands to yourself’.”


Transfer of skills to homeTransfer of skills to home

“ “It helps the shy ones just open up and respond and they start to interact It helps the shy ones just open up and respond and they start to interact with each other better and they feel more confident so they started to with each other better and they feel more confident so they started to talk and participate in the activities.”talk and participate in the activities.”


““The children learn to listen, they learn to participate, they learn to answer The children learn to listen, they learn to participate, they learn to answer questions, they learn to observe things that are in the setting, they learn questions, they learn to observe things that are in the setting, they learn to obey rules and they relate to what is being taught. They answer to obey rules and they relate to what is being taught. They answer questions, they cooperate and that’s a whole lot ……..questions, they cooperate and that’s a whole lot ……..

(teacher of 4 year (teacher of 4 year olds)olds)

““With the creativity that the programme offers for the teacher, it makes the With the creativity that the programme offers for the teacher, it makes the classroom more exciting, more interesting and interactive for the classroom more exciting, more interesting and interactive for the children because some persons perceive children as empty containers children because some persons perceive children as empty containers waiting to be poured into. The children have so much to offer.”waiting to be poured into. The children have so much to offer.”


Other benefits in schoolOther benefits in school

“ “I want it to continue and I would recommend it to any teacher and any school I want it to continue and I would recommend it to any teacher and any school and I am really glad for it. When I go in and I sit down, I don’t come out till and I am really glad for it. When I go in and I sit down, I don’t come out till when it’s over. I don’t put anything on my agenda to say this Friday, if I when it’s over. I don’t put anything on my agenda to say this Friday, if I have something come up, I change it, just to be at the workshop. ” have something come up, I change it, just to be at the workshop. ” (teacher of 3 year olds)(teacher of 3 year olds)

““Every month we have the workshop, we get different ideas which helps, so Every month we have the workshop, we get different ideas which helps, so I’m looking forward to the end of the month so we can get ideas, strategies I’m looking forward to the end of the month so we can get ideas, strategies we can use, so we can go straight ahead and work on it. If we have a we can use, so we can go straight ahead and work on it. If we have a problem with it, they patiently listen to us and we tell them and they help us problem with it, they patiently listen to us and we tell them and they help us and we go back to the room and we try it again and it works and they come and we go back to the room and we try it again and it works and they come in sometimes and they help us to deal with them and it works.”in sometimes and they help us to deal with them and it works.”((teacher of 5 year olds)teacher of 5 year olds)

RecommendationsRecommendations

““It’s very good and I love it very much and I know you gonna It’s very good and I love it very much and I know you gonna

get other schools, when they get this programme, they get other schools, when they get this programme, they gonna love it also, this thing gonna big man, trust me, gonna love it also, this thing gonna big man, trust me, when you finish from this school and go to other schools when you finish from this school and go to other schools them gonna love it, trust me.them gonna love it, trust me.


RecommendationsRecommendations

Pilot the revised programme in a greater number Pilot the revised programme in a greater number and more representative sample of schools and and more representative sample of schools and evaluate the programme for:evaluate the programme for:Its impact on child behaviour through direct Its impact on child behaviour through direct

observation and teacher and parent report)observation and teacher and parent report) Its impact on teacher behaviour and classroom Its impact on teacher behaviour and classroom

atmosphereatmosphere Its impact on parent-teacher relationships.Its impact on parent-teacher relationships.

Next StepsNext Steps

Pay close attention to:Pay close attention to: The mechanism through which the intervention The mechanism through which the intervention

achieves its effectsachieves its effects For whom and under what conditions does the For whom and under what conditions does the

intervention work bestintervention work best Amount of technical assistance requiredAmount of technical assistance required Cost- effectiveness of the programmeCost- effectiveness of the programme

How to integrate the training into the early childhood How to integrate the training into the early childhood network in a sustainable and effective way.network in a sustainable and effective way.

Next StepsNext Steps

The project was funded by:The project was funded by:

Environmental Foundation of JamaicaEnvironmental Foundation of Jamaica

Office of the Principal, UWI, MonaOffice of the Principal, UWI, Mona

UNICEF, JamaicaUNICEF, Jamaica

Introducing the Incredible Years Teacher and Classroom Dinosaur Programmes in Jamaican Preschools:...

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