Promoting language and literacy in nurseries

This pilot evaluation focused on the feasibility of mixed-mode delivery of Learning Language and Loving It™ (LLLI) and the extent to which trained practitioners (practitioners who took part in the Hanen LLLI training programme) can cascade their learning to non-trained practitioners in their settings. 

About the study

Learning Language and Loving It™ – The Hanen Program® for Early Childhood Educators (Hanen LLLI) is a training programme for Early Years (EY) practitioners to promote language and literacy learning in nurseries as well as supporting the development of social skills. The training programme is designed to provide staff with practical strategies to enhance children’s communication and language skills, through specialised ways of interacting and communicating with children during normal daily routines.

The pilot evaluation focused on the feasibility of mixed-mode delivery of LLLI and the extent to which trained practitioners (practitioners who took part in the Hanen LLLI training programme) can cascade their learning to non-trained practitioners in their settings. Fieldwork involved a web-based survey to all participants and in-depth qualitative fieldwork. Qualitative fieldwork included workshop observations, five in-depth case studies at nurseries, and interviews with the programme leaders. The in-depth case studies included a nursery visit and interviews with trained practitioners, non-trained practitioners, and nursery managers. 

The pilot study was carried out between January 2022 and August 2022. The intervention was delivered to 35 participants from 16 nursery settings over a period five months. The findings from this pilot evaluation have been used to inform improvements to the Hanen LLLI programme ahead of delivery in the efficacy trial, which began in Autumn 2022. Findings are also being used to consider the sustainability and scalability of the mixed-mode delivery of Hanen LLLI training.

Findings

The pilot evaluation found that this mixed-mode approach worked well and was met with positive feedback from participants.

• Attrition from the intervention was low, particularly at a setting level, and most key barriers to implementation applied to the online sessions.
• Several enablers were found for high-quality delivery and participation, both internal (such as the mixed-mode format and high-quality facilitation) and external (such as buy-in from participants and managers, and opportunities for reflection).
• There was no key difference observed between how PVI and maintained settings engaged with the mixed-mode delivery of Hanen LLLI.
• The strategies deployed in the training enabled trained practitioners to use a range of strategies to intentionally cascade learning to non-trained practitioners within their settings.
• The training length and dosage piloted is sufficient to deliver the core course content.

Methodology

Fieldwork involved a web-based survey to all participants and in-depth qualitative fieldwork. Qualitative fieldwork included workshop observations, five in-depth case studies at nurseries, and interviews with the programme leaders. The in-depth case studies included a nursery visit and interviews with trained practitioners, non-trained practitioners, and nursery managers.