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Engaging Educators in the Codesign, Feasibility, and Implementation Quality of Early Years Interventions: The ONE Program

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Title: Engaging Educators in the Codesign, Feasibility, and Implementation Quality of Early Years Interventions: The ONE Program
Language: English
Authors: Rosemary O'Connor, Sylvia U. Gattas (ORCID 0000-0003-1719-0042), Emma Blakey (ORCID 0000-0003-3685-3649), Carmel Brough, Keely Cook, Zachary Hawes, Steven J. Howard (ORCID 0000-0002-1258-3210), Caroline Korell, Toni Loveridge, Rebecca Merkley (ORCID 0000-0002-0769-926X), Fionnuala O'Reilly, Victoria Simms, Megan von Spreckelsen, Kathy Sylva, Gaia Scerif (ORCID 0000-0002-6371-8875)
Source: Mind, Brain, and Education. 2025 19(4):275-288.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Intervention, Teacher Participation, Faculty Development, Mathematics Education, Executive Function, Instructional Design, Feasibility Studies, Fidelity, Program Implementation, Child Care Centers, Early Childhood Teachers, Teacher Collaboration
DOI: 10.1111/mbe.70028
ISSN: 1751-2271
1751-228X
Abstract: Giving practitioners a voice is essential in developing intervention programs that are adapted to educator and child needs. We aimed to do so by involving educators in the codesign of an intervention supporting early mathematical and executive development, to maximize feasibility and implementation quality. N = 100 educators, N = 24 Early Years Centers (EYCs), and N = 16 education science experts took part. Educators expressed a need for feasible professional development coupled with practical activity suggestions (Phase I). A scientist/educator expert panel developed the intervention (Phase II), further refined via educator input (Phase III) to overcome implementation barriers (e.g., diverse children's needs). In Phase IV, mixed methods revealed successful solutions (e.g., differentiation guidance) and additional barriers (e.g., diverse staff demands). We demonstrate the value of an iterative codesign process for complex educator-led interventions to produce programs addressing specific needs of educators and children whilst retaining key theoretical principles.
Abstractor: As Provided
Notes: https://osf.io/sekug/?view_only=640d4817bfb74ca6936d22e6a41e58c3
Entry Date: 2025
Accession Number: EJ1490527
Database: ERIC
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  Data: Engaging Educators in the Codesign, Feasibility, and Implementation Quality of Early Years Interventions: The ONE Program
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  Data: <searchLink fieldCode="AR" term="%22Rosemary+O'Connor%22">Rosemary O'Connor</searchLink><br /><searchLink fieldCode="AR" term="%22Sylvia+U%2E+Gattas%22">Sylvia U. Gattas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1719-0042">0000-0003-1719-0042</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emma+Blakey%22">Emma Blakey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3685-3649">0000-0003-3685-3649</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carmel+Brough%22">Carmel Brough</searchLink><br /><searchLink fieldCode="AR" term="%22Keely+Cook%22">Keely Cook</searchLink><br /><searchLink fieldCode="AR" term="%22Zachary+Hawes%22">Zachary Hawes</searchLink><br /><searchLink fieldCode="AR" term="%22Steven+J%2E+Howard%22">Steven J. Howard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1258-3210">0000-0002-1258-3210</externalLink>)<br /><searchLink fieldCode="AR" term="%22Caroline+Korell%22">Caroline Korell</searchLink><br /><searchLink fieldCode="AR" term="%22Toni+Loveridge%22">Toni Loveridge</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Merkley%22">Rebecca Merkley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0769-926X">0000-0002-0769-926X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fionnuala+O'Reilly%22">Fionnuala O'Reilly</searchLink><br /><searchLink fieldCode="AR" term="%22Victoria+Simms%22">Victoria Simms</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+von+Spreckelsen%22">Megan von Spreckelsen</searchLink><br /><searchLink fieldCode="AR" term="%22Kathy+Sylva%22">Kathy Sylva</searchLink><br /><searchLink fieldCode="AR" term="%22Gaia+Scerif%22">Gaia Scerif</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6371-8875">0000-0002-6371-8875</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mind%2C+Brain%2C+and+Education%22"><i>Mind, Brain, and Education</i></searchLink>. 2025 19(4):275-288.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 14
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Feasibility+Studies%22">Feasibility Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care+Centers%22">Child Care Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink>
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  Data: 10.1111/mbe.70028
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  Data: 1751-2271<br />1751-228X
– Name: Abstract
  Label: Abstract
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  Data: Giving practitioners a voice is essential in developing intervention programs that are adapted to educator and child needs. We aimed to do so by involving educators in the codesign of an intervention supporting early mathematical and executive development, to maximize feasibility and implementation quality. N = 100 educators, N = 24 Early Years Centers (EYCs), and N = 16 education science experts took part. Educators expressed a need for feasible professional development coupled with practical activity suggestions (Phase I). A scientist/educator expert panel developed the intervention (Phase II), further refined via educator input (Phase III) to overcome implementation barriers (e.g., diverse children's needs). In Phase IV, mixed methods revealed successful solutions (e.g., differentiation guidance) and additional barriers (e.g., diverse staff demands). We demonstrate the value of an iterative codesign process for complex educator-led interventions to produce programs addressing specific needs of educators and children whilst retaining key theoretical principles.
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  Label: Abstractor
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  Data: As Provided
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  Label: Notes
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  Data: https://osf.io/sekug/?view_only=640d4817bfb74ca6936d22e6a41e58c3
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  Data: 2025
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  Data: EJ1490527
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      – SubjectFull: Teacher Participation
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