This report offers a preview of promising findings from Foundations of Learning (FOL), a demonstration and random
assignment evaluation in Newark and Chicago of an
intervention that trains preschool teachers to better
support children's behavior and emotional development.
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.