Early years provision in children's centres

INTERVENTION: Families are randomly allocated to being either in the control clusters or the intervention clusters. Randomisation is done using minimisation on the basis of an index of deprivation (i.e. the Index of Multiple Deprivation) and ethnic distribution. Intervention (index clusters): These clusters receive a manualised training programme of dialogic reading/book sharing. This involves a facilitator showing parents how to support their child's interest in picture books and engage their child in an active two‐way conversation about the book. The programme is delivered to small groups of parents (around five to seven) at one hour long weekly meetings over seven weeks. Control clusters: Families attending control Children’s Centres receive no extra activities and continue receiving the normal Centre service. Families in control clusters are compared to those in the index clusters. Both groups take part in assessments at baseline, after the seven week intervention phase, and then again at a six month follow up. Participants are asked not to discuss the intervention with assessors or other families not receiving the intervention, until after the study. CONDITION: Child cognitive and socio‐emotional development ; Mental and Behavioural Disorders ; Child cognitive and socio‐emotional development PRIMARY OUTCOME: 1. Child Language and Executive Function Child is assessed using the Early Years Toolbox and the Communication Development Inventory at baseline, following the intervention phase, and at six month follow‐up ; 2. Child attention is assessed using the Early Child Vigilance Task and observational analysis of play at baseline, following the intervention phase, and at six month follow‐up SECONDARY OUTCOME: 1. Child Prosocial/Externalising Behaviour is assessed using the Strengths and Difficulties Questionnaire, and direct observation during the parent‐child ‘Don’t touch’ and ‘Clean Up’ tasks at baseline, following the intervention phase, and at six month follow‐up ; 2. Child Theory of Mind is assessed using Wellman and Liu tasks at baseline, following the intervention phase and at six month follow‐up; 3. Child Emotional Reactivity and regulation is assessed using the Distress‐Anger/Frustration component of the Laboratory Temperament Assessment Battery at baseline, following the intervention phase, and at six month follow‐up ; 4. Parenting is assessed via observational coding of book‐sharing skills and discipline during the parent‐child ‘Don’t touch’ and ‘Clean Up’ tasks, and by self‐report discipline questionnaire at baseline, following the intervention phase, and at six month follow‐up INCLUSION CRITERIA: 1. Family of a 26‐42 month old child 2. Regularly visits a Children's Centre in Reading 3. Lives in a home where English is spoken