---
title: "Professional development intervention improves targeted language skills in Norwegian ECEC: cluster"
id: "pubmed-41981765"
canonical_url: "https://medichelpline.com/clinical-feed/pubmed-41981765"
content_type: "clinical_feed_article"
specialty: "Pediatrics"
source_name: "PubMed / NCBI"
source_url: "https://pubmed.ncbi.nlm.nih.gov/41981765/"
doi: "10.1093/chidev/aacag065"
published_at: "2026-08-29T00:00:00.000Z"
evidence_level: "Journal Article"
license: "CC-BY-NC-4.0 / Informational Use"
---
# Professional development intervention improves targeted language skills in Norwegian ECEC: cluster
## Provenance & Clinical Metadata
- **Canonical URL:** https://medichelpline.com/clinical-feed/pubmed-41981765
- **Specialty:** [Pediatrics](https://medichelpline.com/clinical-feed/pediatrics.md)
- **Primary Source:** PubMed / NCBI
- **Source URL:** [Original Journal Publication](https://pubmed.ncbi.nlm.nih.gov/41981765/)
- **DOI:** [10.1093/chidev/aacag065](https://doi.org/10.1093%2Fchidev%2Faacag065)
- **Published At:** 2026-08-29T00:00:00.000Z
- **Evidence Rating:** Journal Article
## Executive GIST (TL;DR)
- This cluster-randomized trial evaluated a multicomponent **professional development** (PD) intervention delivered across Early Childhood Education and Care (**ECEC**) centers in lower-income, multilingual areas of Oslo, Norway. - The trial enrolled data on 887 children aged 1.5–4 years (51% boys; 53% **dual-language learners**) from 56 centers and compared intervention to control over an 18-month period. - The intervention combined sustained coaching for teachers and deliberate **collaboration with parents**, including activities at home such as shared reading. - Assessment points were pretest (August–October 2021) and posttest (May–June 2023). - The primary finding was a statistically significant improvement in targeted language skills in the intervention group (effect size d = 0.19, p < .001) after 18 months. - No main effects were observed for more distal language skills measured in the study. - Within the intervention group, most positive outcomes were associated with the degree of implementation adherence both in classrooms and at home, indicating implementation fidelity mattered for effectiveness. - The study authors conclude that multicomponent, sustainable PD models in ECEC can support **language learning**, but results must be interpreted in light of local practices and center capacity. - The study is reported as a randomized controlled trial in Child Development (2026), DOI 10.1093/chidev/aacag065, with no conflicts of interest declared. - Keywords highlighted by the authors include diverse early childhood education and care settings, language development, and multicomponent intervention.
## Clinical Analysis & Structured Key Points
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Affiliations Expand ### Affiliations * 1 Department of Education, University of Oslo, Oslo, Norway. * 2 Department of Educational Psychology, Chinese University of Hong Kong, Hong Kong, Hong Kong. * PMID: **41981765** * DOI: [ 10.1093/chidev/aacag065 ](https://doi.org/10.1093/chidev/aacag065) Free article Item in Clipboard Randomized Controlled Trial # The effectiveness of a professional development intervention to support children's language learning in diverse early childhood education and care settings in Norway Veslemøy Rydland et al. Child Dev. 2026. Free article Show details Display options Display options Format Abstract PubMed PMID Child Dev Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Child+Dev%22%5Bjour%5D&sort=date&sort_order=desc) * [ Search in NLM Catalog ](https://www.ncbi.nlm.nih.gov/nlmcatalog?term=%22Child+Dev%22%5BTitle+Abbreviation%5D) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41981765/) . 2026 Aug 29;97(5):1836-1852. doi: 10.1093/chidev/aacag065. ### Authors [Veslemøy Rydland](https://pubmed.ncbi.nlm.nih.gov/?term=Rydland+V&cauthor_id=41981765)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/41981765/#short-view-affiliation-1 "Department of Education, University of Oslo, Oslo, Norway."), [Siri Steffensen Bratlie](https://pubmed.ncbi.nlm.nih.gov/?term=Bratlie+SS&cauthor_id=41981765)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/41981765/#short-view-affiliation-1 "Department of Education, University of Oslo, Oslo, Norway."), [Ratib Lekhal](https://pubmed.ncbi.nlm.nih.gov/?term=Lekhal+R&cauthor_id=41981765)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/41981765/#short-view-affiliation-1 "Department of Education, University of Oslo, Oslo, Norway."), [Si Chen](https://pubmed.ncbi.nlm.nih.gov/?term=Chen+S&cauthor_id=41981765)[ 2 ](https://pubmed.ncbi.nlm.nih.gov/41981765/#short-view-affiliation-2 "Department of Educational Psychology, Chinese University of Hong Kong, Hong Kong, Hong Kong."), [Vibeke Grøver](https://pubmed.ncbi.nlm.nih.gov/?term=Gr%C3%B8ver+V&cauthor_id=41981765)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/41981765/#short-view-affiliation-1 "Department of Education, University of Oslo, Oslo, Norway.") ### Affiliations * 1 Department of Education, University of Oslo, Oslo, Norway. * 2 Department of Educational Psychology, Chinese University of Hong Kong, Hong Kong, Hong Kong. * PMID: **41981765** * DOI: [ 10.1093/chidev/aacag065 ](https://doi.org/10.1093/chidev/aacag065) Item in Clipboard Full text links Cite Display options Display options Format Abstract PubMed PMID ## Abstract This study examines the effectiveness of a multicomponent professional development (PD) intervention, including collaboration with parents, in enhancing language learning among children in diverse Norwegian Early Childhood Education and Care (ECEC) settings. Utilizing a cluster-randomized design, data from 887 children (ages 1.5-4 years; 51% boys, 53% dual-language learners) across 56 centers indicated significant improvements in targeted language skills after 18 months of intervention (pretest August to October 2021 and posttest May to June 2023; d = 0.19, p < .001). No main effects were found in more distal language skills. Most outcomes in the intervention group were influenced by the level of implementation adherence both in classrooms and at home, suggesting that multicomponent, sustainable PD models in ECEC can support language learning. **Keywords:** diverse early childhood education and care settings; language development; multicomponent intervention. ## Plain language summary This study investigates the impact of a long-term, center-wide professional development intervention in Early Childhood Education and Care (ECEC) centers aimed at enhancing language learning among young children in lower-income, multilingual areas of Oslo, Norway. Over 18 months, the intervention provided sustained coaching for teachers and fostered collaboration with parents. Results indicate that the intervention significantly improved targeted language skills compared with a control group. Additionally, increasing language-supportive activities in classrooms and shared reading at home further bolstered children's overall language abilities within the intervention group. The study highlights the effectiveness of comprehensive and collaborative professional development strategies in ECEC for promoting language learning among all children while highlighting the importance of considering local educational practices and center capacity. © The Author(s) 2026. Published by Oxford University Press on behalf of the Society for Research in Child Development. [PubMed Disclaimer](https://pubmed.ncbi.nlm.nih.gov/disclaimer/) ## Conflict of interest statement Conflicts of interest: None declared. ## Similar articles * [ Personality Theories. ](https://pubmed.ncbi.nlm.nih.gov/42475469/) Gallios JM, Iyer V, Kaylor LE.Gallios JM, et al.2026 Jun 20. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2026 Jan–.2026 Jun 20. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2026 Jan–.PMID: 42475469Free Books & Documents. * [ Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial. ](https://pubmed.ncbi.nlm.nih.gov/27255588/) Nicholson JM, Cann W, Matthews J, Berthelsen D, Ukoumunne OC, Trajanovska M, Bennetts SK, Hillgrove T, Hamilton V, Westrupp E, Hackworth NJ.Nicholson JM, et al.BMC Pediatr. 2016 Jun 2;16:73. doi: 10.1186/s12887-016-0610-1.BMC Pediatr. 2016.PMID: 27255588Free PMC article.Clinical Trial. * [ The Kia Tīmata Pai Randomized Controlled Trial: ENRICH Early Childhood Teacher Training Improves Toddlers' Oral Language and Self-Regulation. ](https://pubmed.ncbi.nlm.nih.gov/42378677/) Reese E, Bakir-Demir T, Moses LJ, Marshall S, Schaughency E, Salmon K, Taumoepeau M, McLauchlan J, Edgeler C, Guiney H, Kokaua J, Jose PE, Clifford A, Maruariki N, Dorana Y, Zhang Y, Mollan S, McNaughton S.Reese E, et al.Dev Sci. 2026 Sep;29(5):e70198. doi: 10.1111/desc.70198.Dev Sci. 2026.PMID: 42378677Free PMC article.Clinical Trial. * [ Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years. ](https://pubmed.ncbi.nlm.nih.gov/37306513/) Yoong SL, Lum M, Wolfenden L, Jackson J, Barnes C, Hall AE, McCrabb S, Pearson N, Lane C, Jones JZ, Dinour L, McDonnell T, Booth D, Grady A.Yoong SL, et al.Cochrane Database Syst Rev. 2023 Jun 12;6(6):CD013862. doi: 10.1002/14651858.CD013862.pub2.Cochrane Database Syst Rev. 2023.Update in: [Cochrane Database Syst Rev. 2023 Aug 22;8:CD013862. doi: 10.1002/14651858.CD013862.pub3.](https://pubmed.ncbi.nlm.nih.gov/37606067/)PMID: 37306513Free PMC article.Updated.Review. * [ Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years. ](https://pubmed.ncbi.nlm.nih.gov/37606067/) Yoong SL, Lum M, Wolfenden L, Jackson J, Barnes C, Hall AE, McCrabb S, Pearson N, Lane C, Jones JZ, Nolan E, Dinour L, McDonnell T, Booth D, Grady A.Yoong SL, et al.Cochrane Database Syst Rev. 2023 Aug 22;8(8):CD013862. doi: 10.1002/14651858.CD013862.pub3.Cochrane Database Syst Rev. 2023.PMID: 37606067Free PMC article. 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