Research article
Authors: Meri Liimatainen, Mika Paananen & Anne Karhu
This article examines behavioural support in ECEC, Early Childhood Eduation and Care in Finland. In this study, the Check in-Check out model of support was implemented in ECEC centres. The study had two aims. The first was to investigate whether changes occur in children’s behaviour during a CICO intervention. The second was to the ascertain the acceptability of the model to ECEC staff. The study employed a single-case experimental design with CICO implemented in three ECEC centres. All centres had an established ProVaka-practice, meaning that staff are guided by mutually agreed behavioural expectations. They also systematically reinforce positive behaviour, in line with principles of Positive Behaviour Interventions and Supports (PBIS).
Individualised behavioural support in ECEC: overview of the CICO-model
CICO support is an individualised behavioural support model for children who, in addition to universal behavioural support, require more targeted support in everyday situations. Support during this implementation of CICO was targeted at situations where important social behaviours are practised. The target behaviours were concrete and situation-specific and included,. They included, for example “waiting for my turn” during circle time and “speaking politely” at mealtimes. During the ‘Check-in’ moment, the child was reminded of the behavioural goals to be practised shortly before the situation. Throughout the day, staff supported the child in achieving the goals, provided immediate and positive feedback, and made the child’s successes visible using a chart. A reward system was also in place to motivate the child. ‘Check out’ occurred when the child’s guardians collected the child, at which point staff shared the day’s successes with the guardians.
Three children aged 5–6 years took part in the study. The children’s behaviour was monitored during baseline, intervention and follow-up phases. The identified target behaviour was assessed using a scorecard. The child’s behaviour was also assessed more broadly using an adapted version of the School Situation Questionnaire (SSQ). The social validity of CICO was examined through collecting data on staff experiences of acceptability, usability and relevance.
Results
The results were promising. On target behaviour of all children increased during the intervention. During follow-up, the level of target behaviour remained high, or decreased slightly but remained above baseline. The reduction in non-target behaviour was more individual. For two children, the positive change appeared to generalise to other situations, whereas the improvement was more clearly focused on the target behaviour for one child.
Staff rated the social validity of CICO as high with the intervention being assessed as useful, suitable for everyday situations and as easy to implement. Key elements of the support included concrete goals, consistent adult support, frequent positive feedback, making successes visible, and collaboration with the child’s guardians.
Conclusions
The findings support the view that behavioural support in ECEC requires clear structures, active adult support and systematic monitoring. CICO offers one concrete model of how individualised behavioural support can be implemented as part of the day-to-day routine in an ECEC context. In a centre with established ProVaka principles, CICO is a natural extension to shared behavioural expectations and positive feedback. This study provides important information on how research-based models of support that are feasible in everyday practice can be developed to meet the needs of ECEC.
The full article can be accessed here (in Finnish):
Liimatainen, M., Paananen, M., & Karhu, A. (2026). Check in Check out -tukimalli varhaiskasvatuksessa. Journal of Early Childhood Education Research, 15(3), 1–23. https://doi.org/10.58955/jecer.162843
