Early education and care systems invest heavily in professional development (PD) programs aimed at improving quality, and some PD programs have been able to improve early educator and caregiver skills. However, traditional PD approaches are often complex and resource intensive, which can limit the widespread expansion of PD to early education and care systems more broadly. The current project considers whether an alternative approach could be used to make PD more accessible for early educators and caregivers. Specifically, this project examines the efficacy of a potentially scalable and cost-effective researcher-developed intervention – so-called Early Learning Study at Harvard (ELS@H) Bits – aimed at improving the knowledge, beliefs, and practices of early educators and caregivers working with four-year-old children across Massachusetts. The ELS@H Bits intervention involves sending educators and caregivers text messages containing actionable information on two practices: (1) using transitions as meaningful learning opportunities, and (2) encouraging children’s language through open-ended questions.