Exploring professionals’ perceptions of a districtwide implementation of a CLASS-related intervention in the Norwegian Early Childhood Education and Care System

Given that 98% of Norwegian children attend early childhood education and care (ECEC) centres (Statistics Norway, 2023), ECEC quality influences children’s development considerably (Burchinal et al., 2008a; Yoshikawa et al., 2013). Considering the large number of children attending Norwegian ECEC centres, it constitutes a unique arena in which interventions may be implemented from a public health perspective (Holte, 2016). Recognising that interaction quality is a key factor in children’s development, it is essential to focus on measuring and strengthening interaction quality in ECEC. Research in this field seeks sustainable structures to measure interaction quality and further develop ECEC staff’s interaction competence to give children a health-promoting start in life. The first years of life are a period of tremendous development. Research conducted over several decades has increased our awareness of how crucial children’s early experiences are for their well-being and further emotional, cognitive and social development and learning (Siegel, 2020). The unique architecture of each child’s brain architecture develops during the first years of their life (Shonkoff, 2013), and interaction quality is a key ingredient in children’s well-being and development (Siegel, 2020). Despite an expanding body of literature demonstrating that interaction quality influences young children’s development, little is known about how educational professionals experience using tools for measuring interaction quality for professional development. In addition, little is also known about management teams’ experiences of implementing districtwide interventions whose main aim is to evaluate and provide feedback on interaction quality between staff and children. This dissertation’s main goal was to better understand the educational professional’s experiences using a Classroom Assessment Scoring System intervention (CLASS: Toddler and Pre-K) in Norwegian ECEC. This dissertation includes three studies. Study I provides insight into Norwegian educational professionals’ perceptions of and reflections on the use of the CLASS instrument as a structure for professional development. Study II explores educational professionals’ perceptions regarding the benefits and challenges associated with using CLASS in the Norwegian social pedagogical tradition. These findings, taken in tandem with existing developmental theories, suggest that a new hybrid perspective on pedagogical traditions is required to expand the field theoretically. Finally, Study III constitutes a follow-up study of Studies I and II and examines district managers’ experiences of leading the implementation of a CLASS-related intervention