Social dimensions of the caregiving environment, like secure relationships to caregivers and high interactional classroom quality, are seen to directly or indirectly stimulate children's learning and development. However, little is known about the underlying processes, specifically with regard to the role of peers. To fill this gap we videotaped…

This study examined the longitudinal evolution of 3 to 5 year old children's level of engagement in Quebec's early childcare centres. A latent transition analysis was conducted on child engagement measured by the inCLASS. Results revealed three engagement profiles at ages 3 and 5: (1) low engagement profile; (2) low- medium engagement profile; (3)…

This work is a part of 'baby studies' as a specific field of research. The aim of the paper is to explore how the directionality of the lines of wandering inform us about babies' sense-making and which kinds of lines of wandering children enact in day-care. The application of cartographic maps and participative observation are proposed as…

Attitudes about male caregivers in child daycare were explored in two studies. In Study 1 participants (N = 301) read a written vignette asking them to imagine themselves as parents who are choosing a daycare centre for their infant. Using a 2 × 2 between-subjects design, the sex of the caregiver and that of the child were randomly manipulated in…

The present study examined the association between home motor affordances and motor skill development in daycare and non-daycare attending children. The sample consisted of 247 families with children aged 18-42-months. Homes were assessed using the Persian translation of the Affordances in the "Home Environment for Motor…

Research directed at institutions focusing on diverse aspects of childrens social and cognitive development outside school is a growing field. This article discusses Swedish school-age educare centres for children between 6-12 years of age before and after school. These centres are regarded as important for young children's learning and care,…

The governing document of the Swedish SAEC has shifted to become more focused on teaching and learning. The updated curriculum (SNAE, 2011) added new requirements of the educational programme through stating that activities should be 'based on the pupils' needs, interests and initiative' (SNAE, 2011, p. 23). The aim of this study is to explore how…

The objective of the research was to analyze the scientific production regarding accident prevention in early child rearing institutions. An integrative literature review, referring to the years between 2011 and 2021, whose research was carried out in May 2021 in seven information resources, raised the following issue: it was found that not all…

The present study examines the quality and domains of teacher-toddler interactions and associations with structural characteristics using data from 95 German early childcare settings. The results of the confirmatory factor analysis supported a two-factor structure of interaction quality assessed by the CLASS Toddler: emotional and behavioural…

Adults' behaviour in interactions with children is assumed to influence children's playfulness. However, little is known about how the quality of teacher-child interaction in early childhood education and care affects the development of children's playfulness, although the interaction quality has been identified as a strong predictor of children's…

The critical developmental implications of childcare centre teachers' caregiving sensitivity have been extensively documented. More efforts are pressing to identify antecedents of such sensitivity and elucidate implicated mechanisms. This study examined the association between socioeconomic status and caregiving sensitivity among Chinese childcare…

Interactions between preschool teachers and children, taking place in early childhood education and care (ECEC) institutions, have an enormous impact on child development. The quality and quantity of these interactions are crucial. This study aims at observing the actual behaviour of preschool teachers during their interactions with children in…

The COVID-19 pandemic has impacted the daily life and social relationships of pre-school children globally. While many studies have examined the impact of the pandemic on children, few have compared the home environment and children's social skills before and after the pandemic. To address this research gap, we used data from the Japan Child Care…

We investigated early-childhood teachers' emotion socialization practices via a multi-method study that combined self-report measures and structured observational situations at day care centre. Eighty-nine teachers (M[subscript age] = 38.29 years; SD = 11.06) completed two questionnaires about their emotion socialization style and beliefs about…

Infants come to know about the world and develop an understanding about themselves through multisenses. This qualitative case study aimed to explore how three infant head teachers engaged in and facilitated various multisensory play activities in their classrooms. Natural, in-class, non-participatory observations were conducted at a child care…