The use of intervention mapping and participatory co-design methodology

Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (ΤΕΕΑΠΗ), αίθουσα συνεδριάσεων (δίπλα στη γραμματεία)
18/09/2019 - 12:30

The use of intervention mapping and participatory co-design methodology in early childhood education to develop pedagogical innovations that foster social and emotional development

The aim of this research was to design, implement and evaluate interventions to support educators to foster children's social-emotional wellbeing in ECEC settings using Intervention Mapping (IM) methodology. New social-emotional ECEC programs were developed: the Educator – Parent Child Relationship (E-PCR) and the Cheshire Toolkit.

IM is a theoretical, evidence and participatory-based approach for program development. Benefits of IM for ECEC social-emotional programs has been established.  E-PCR and Cheshire Toolkit were informed by several theories and conceptual frameworks including: Teaching through Interactions Framework, Pyramid Model, attachment theory,  positive behaviour support, behaviour change, socio-ecological and play therapy. This mixed-methods research adopted a pragmatic paradigm. IM methodology guided needs assessments, logic models, conceptual frameworks, program designs, implementation and evaluation. Quantitative and qualitative methods, including interviews, focus groups, surveys and observations, were used to address research aims. Programs were co-designed and trialled with ECEC professionals.

Informed consent was sought by providing explanatory statements and consent forms. Educators were not identified in the reporting of results. Ethics approval was granted by University Ethics Committees. IM offered a systematic and scientific approach, bringing multi-disciplinary stakeholders together to define the problem and create a shared vision of program development, implementation and evaluation. Co-design with educators and other professionals can encourage innovation, buy-in and sustainability of pedagogical interventions in ECEC.