A randomized controlled trial of HighScope’s teacher professional learning on preschoolers' executive function skills

Teacher professional learning has been shown to promote children’s language, literacy, and social-emotional functioning - however, less is known about its impact on children’s executive function. In the present study, we employed a randomized controlled trial to understand whether HighScope’s teacher professional learning workshops and coaching can promote children’s executive function development during preschool. Teachers in the treatment group (n = 22) participated in 5 training workshops and received coaching on curricular implementation strategies, whereas teachers in the control group (n = 20) did not receive any training or coaching. Results from a sample of 317 children enrolled in publicly funded preschools (Mage=49.8 months; 55% Female; 38% White, 36.8% Black, 14.4% multiracial, 4.4% Asian/Pacific Islander, 6.4% "other;" 6% Latine) revealed a positive effect (ß=0.140, p=0.019) of teacher professional learning on growth in children’s executive function from the fall to spring of preschool. Despite being statistically significant, the relatively small effect size might limit the practical impact on children’s executive function skills during preschool. Overall, the HighScope professional learning package shows promise for supporting children’s executive function development, yet the modest effect size underscores the need to better understand the ways that supporting teachers can promote children’s executive function development in early classroom settings.