The Impact of Process Quality in Early Childhood Education and Care on Socio-Emotional Development: A Meta-Analysis of Longitudinal Studies
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View abstract on PubMed
Summary
This summary is machine-generated.High-quality early childhood education and care (ECEC) positively impacts children's socio-emotional development. This effect is significant and stable from toddlerhood through adolescence.
Area Of Science
- Developmental Psychology
- Educational Psychology
- Child Development
Background
- Early childhood education and care (ECEC) quality is crucial for child development.
- Socio-emotional development is a key outcome in early education.
- Longitudinal data are needed to understand long-term effects of ECEC quality.
Purpose Of The Study
- To meta-analyze longitudinal studies on ECEC process quality and child socio-emotional development.
- To determine the significance and stability of this relationship over time.
- To explore moderators of the ECEC quality-child development link.
Main Methods
- Multi-level meta-analysis of 31 publications from 16 longitudinal studies.
- Inclusion of 17,913 children aged 2.5–18 years.
- Analysis of data from various informants (parents, caregivers, assessors, self-reports).
Main Results
- ECEC process quality significantly predicts socio-emotional development (ES = 0.103, p < 0.001).
- The association is small but stable, extending to age 18.
- Care type (center vs. home) and informant type moderated the relationship.
Conclusions
- ECEC process quality is a stable predictor of socio-emotional well-being from toddlerhood to adolescence.
- Findings highlight the lasting importance of quality ECEC environments.
- Future research should consider care setting and reporting methods.
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