Tulsa children’s project: Applying evidence-based interventions in early childhood settings

Jennifer Hays-Grudo, Ruth Slocum, Jerry D. Root, Cara Bosler, Amanda Sheffield Morris

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Based on evidence that strong and nurturing relationships between children and caregivers can be improved through evidence-based interventions, the Tulsa Children’s Project (TCP) was designed as a highly integrated set of programs for parents, teachers, and administrators at three high-quality early childhood centers serving low-income children from 8 weeks to 5 years. Three groups of interventions were coordinated into an integrated model, including physical health promotion programs (nutrition, exercise, increased access to care), teacher and administrative professional development and curriculum support, and a parent workforce training and development program. To address the stress associated with poverty and a documented history of individual trauma and adversity, mental health and socioemotional development concepts and activities were featured in each of the components. The authors describe the processes involved in applying conceptual models, research theory, and previous empirical findings into feasible and sustainable programs, present preliminary evidence supporting this approach, and identify next steps and lessons learned from the process.

Original languageEnglish
Title of host publicationBuilding Early Social and Emotional Relationships with Infants and Toddlers
Subtitle of host publicationIntegrating Research and Practice
PublisherSpringer International Publishing
Pages277-303
Number of pages27
ISBN (Electronic)9783030031107
ISBN (Print)9783030031091
DOIs
Publication statusPublished - 1 Jan 2019

    Fingerprint

Cite this

Hays-Grudo, J., Slocum, R., Root, J. D., Bosler, C., & Morris, A. S. (2019). Tulsa children’s project: Applying evidence-based interventions in early childhood settings. In Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice (pp. 277-303). Springer International Publishing. https://doi.org/10.1007/978-3-030-03110-7_12