A recent random assignment
intervention study examined whether mothers» responsive behaviours could be facilitated and whether such behaviours would boost young children's learning.6 To also examine the most optimal timing for
intervention (e.g.
across infancy versus the toddler / preschool period versus both), families from the
intervention and non-
intervention groups were re-randomized at the end of the infancy
phase, to either receive the responsiveness
intervention in the toddler / preschool period or not.22 The
intervention was designed to facilitate mothers» use of key behaviours that provided affective - emotional support and those that were cognitively responsive, as both types of support were expected to be necessary to promote learning.