The years children spent in early education in relation to their social relations and objects of attention

Abstract

ABSTRACT This quantitative study examines the connection between the years that children spent in early childhood education and care (ECEC) and their social orientations and main objects of attention. The data were collected within the Progressive Feedback project by observing children: 20,457 observations of 972 six-year-olds from 360 child groups in Finland. According to the results, the years children spent in ECEC have a connection to their social orientations and main objects of attention, and differences between genders were discovered. The longer the children had attended ECEC, the less adaptive orientation was observed. The children that had attended ECEC for under a year were observed to be the least participative. Dominant orientation increased the longer the children had attended ECEC. Those that had been in ECEC for more than four years rarely paid attention to non-social objects and adults and often paid attention to several children.