In Germany, there is still a great need for research on the quality of teacher-child interactions in ECEC institutions. Especially, because social interactions and relationships are crucial for (early) learning and development (Ulferts et al., 2019). However, there are hardly any results on factors influencing the interaction quality. This paper…

Quality caregiving practices facilitate early childhood development. This study examined the levels of parents' engagement in caregiving activities with children aged 36-59 months and the socioeconomic and child-rearing environmental factors. A total of 1035 children and their caregivers were analysed using the Vietnam Multiple Indicator Cluster…

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…

Formal ethical issues for conducting research are highlighted in national and international guidelines. Even if such strategies are grounded in democratic and rights-based values, their implementation may produce challenges. This article foregrounds dilemmas that were derived from fieldwork conducted in preschool settings with children aged one to…

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…

This study examined the effects of maternal and children's resources on school readiness, literacy achievements, and reading motivation in children. The participants included children (N = 180) (124 girls; 56 boys) from 19 kindergartens, their mothers, and their kindergarten teachers. Mothers reported on their working hours, interaction quality,…

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…

This study was conducted to determine the relationship of breastfeeding self-efficacy with relationship satisfaction and family function in mothers during the first year postpartum. The study was carried out between 01 November 2021 and 01 January 2022 in the paediatric outpatient clinic of the Medical Faculty Hospital of a province in the Central…

Providing social skills to children through an appropriate educational programme positively affects their overall development. The aim of this study was to examine the views and experiences of 13 Turkish preschool teachers working with 5-6-year-old children regarding support of children's social skills. An interview protocol was used to gather the…

The purpose of this research was to study how teachers do differentiated teaching in practice. The main research question was: How do Finnish teachers do differentiated teaching? It was specified with sub-questions: (1) How are the various elements of the model of differentiated teaching emphasized by teachers?; (2) Which methods do teachers use…

To be able to support young children in learning to learn--an ability that requires adapting often-unprecedented changes in society--teachers need to be aware of the ways in which children understand learning. In this qualitative study, 177 micro-interviews conducted with 41 Finnish children were analysed using an abductive method to understand…

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…

The present study examined the mechanisms by which family environment, parent--grandparent coparenting, effortful control, and early child-care experiences influenced young children's social adaptation in the Chinese context. A sample of 315 mothers of 2-3-year-olds (M = 33.36 months; SD = 5.10) in Beijing, China completed questionnaires to report…

This study, using longitudinal data from the South African Birth to Twenty Plus study, assessed associations between early childcare quality in the home between six months and two years, household SES and cognitive development at age 5. Childcare quality was assessed using measures of maternal responsiveness and cognitive stimulation. Cognitive…

Given that there is a lack of children's active involvement in the school design process, the aim of the present multimethod study was to gather data in relation to children's active involvement towards the improvement of their own school's physical environment. Over a period of three months, twenty-nine children aged 4-5 years participated in…