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Abstract
Sensitive caregiver–child interactions appear fundamental throughout childhood, supporting infants’ wellbeing and development not only in a familial context but in professional caregiving as well. The main aim of this review was to examine the existing literature about Early Childhood Education Context (ECEC) intervention studies dedicated to caregiver–child interaction, fostering children’s socioemotional developmental pathways. Studies published between January 2007 and July 2021 were identified in four electronic databases following PRIMSA guidelines. The initial search yielded a total of 342 records. Among them, 48 studies were fully reviewed. Finally, 18 of them met all inclusion criteria and formed the basis for this review. Main factors characterizing implemented programs were recorded (e.g., intervention and sample characteristics, dimensions of the teacher–child interaction targeted by the intervention, outcome variables, main results) in order to frame key elements of ECE intervention programs. Our review points to a range of fundamental issues that should consider to enhance ECEC interventions’ efficacy, supporting children’s socioemotional development and caregiver–child interaction. Reflections and considerations for future research are provided.
Highlights
It is a widely shared view that supportive and responsive relationships and experiences represent a fundamental component of infants’ wellbeing from the very early stages of human development [1,2,3]
A lack of detailed statistical information in many studies, precluded us from conducting a meta-analysis, we identified several key elements that should be taken into account in future studies to enhance Early Childhood Education and Care (ECEC) interventions’ efficacy
This review points up a range of critical issues that future studies should consider to enhance ECEC interventions’ efficacy
Summary
It is a widely shared view that supportive and responsive relationships and experiences represent a fundamental component of infants’ wellbeing from the very early stages of human development [1,2,3]. Caregiver–child interactions and their quality appear to be essential in supporting cognitive and behavioral development, together with social and emotional growth [4]. This assumption is not limited to the familial context and parenting experience, but it comprehends professional care in early childhood education services [5]. Teacher–child interactions represent the most salient component of Early Childhood Education and Care (ECEC) service quality in terms of children’s social-emotional functioning [6].
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