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dc.contributor.authorCartmel, Jennifer
dc.date.accessioned2021-07-06T05:34:51Z
dc.date.available2021-07-06T05:34:51Z
dc.date.issued2015
dc.identifier.isbn9781925455076en_US
dc.identifier.urihttp://hdl.handle.net/10072/405707
dc.description.abstractWings Social and Emotional Wellbeing in the Early Years 0- 5 years (WINGS) is a program of professional development to support educators in early years services to improve outcomes for children. It is a strengths based approach. The program encourages educators to look for, and raise children's strengths and capabilities in social and emotional wellbeing. In doing so the program supports educators as they work with children to engender a sense of belonging, develop strategies to become more optimistic and problem solve through increasing awareness of the impact of interactions and communication such as descriptive feedback. These elements are important to help children develop their social and emotional competencies including self regulation. The focus of this report is on the manner in which the program has positively impacted on the knowledge and practice of educators, which has subsequently enhanced children's social and emotional learning. The report describes the evaluation of the WINGS (2015) program, which examined the strategies used to build confidence and knowledge of child care educators to promote children's social and emotional wellbeing. This report describes the evaluation of WINGS delivered in the first half of 2015. The evaluation used realist evaluation principles (Pawson & Tilley, 1997) to investigate the context and mechanisms associated with the training and mentoring of educators and the outcomes for children. Realist evaluation is a theory-driven approach to evaluation of social programs, developed in response to interest in understanding how interventions or social programs work rather than providing success or failure assessment of their effectiveness (Benell, 2002; Mcevoy & Richards, 2003; Pawson, 2006; Pawson & Tilley, 1997;). Pawson and Tilley (1997) argued that programs are often introduced within complex social systems, which are in constant transformation, therefore evaluation needs to take account of the context within which they are implemented. As such, realist evaluation is useful in terms of understanding why an intervention produces dissimilar outcomes when implemented in different settings. It describes what mechanisms (how people interpret and act upon ideas and opportunities presented by the program) cause which outcome (intended or unintended consequences) and in which context (social and cultural conditions external to the interventions) (Pawson & Tilley, 1997). Traditional methods of review focus on measuring and reporting on program effectiveness are not easy to administer and often provide little or no clue as to why the intervention worked or did not work when applied in different contexts or circumstances, deployed by different stakeholders, or used for different purposes. Realist Evaluation Framework provides an explanatory analysis aimed at discerning what works for whom, in what circumstances, in what respects and how. This Framework is being used to evaluate the effectiveness of the WINGS program as it was being delivered in child care centres in Queensland. Baseline data from surveys, interviews with participants and observational field notes were used to gain insight about the context and circumstances in which the successful outcomes for children and educators were achieved in the sites that piloted the WINGS program. See Appendix A for the Program Logic, which outlines the breadth of the impact of the WINGS program on children, children's services and the wider community. Data was gathered using surveys and Most Significant Change questions (Davies and Dart 2005) as well as observations, focus groups and interviews. The baseline survey data was intended to measure levels of confidence and knowledge, and the Most Significant Change questions aimed to explore whether the training workshops assisted the participants to be more supportive of children's social and emotional wellbeing. The observations, interviews and focus groups were intended to give insight about changes in children's behaviour in association with changes in educator's practices.en_US
dc.languageEnglishen_US
dc.publisherPathways to Resilience Trusten_US
dc.publisher.placeWest End, Queenslanden_US
dc.publisher.urihttps://www.pathwaystoresilience.org/en_US
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto37en_US
dc.subject.fieldofresearchSociology of Educationen_US
dc.subject.fieldofresearchcode160809en_US
dc.titleWINGS: Social and Emotional wellbeing in the early years 0-5 years: Pathways to Resilience Trust Evaluation Reporten_US
dc.typeReporten_US
dc.type.descriptionU2 - Reviews/Reportsen_US
dcterms.bibliographicCitationCartmel, J, WINGS: Social and Emotional wellbeing in the early years 0-5 years: Pathways to Resilience Trust, 2015en_US
dc.date.updated2021-07-06T05:26:54Z
dc.description.versionVersion of Record (VoR)en_US
gro.rights.copyright© 2015 Griffith University & the Author(s). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.en_US
gro.hasfulltextFull Text
gro.griffith.authorCartmel, Jennifer L.


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