Effects of early childhood process quality and teachers' pedagogical practices on children's development

Previous studies indicate that the quality of teacher–child interactions and pedagogical practices (i.e., process quality) is a powerful factor for children's development and learning in center-based ECEC and a growing body of international research has been conducted particularly starting from 5-year-olds. Research among younger children is scarce and even less is known about the longitudinal effect of early process quality on children's subsequent learning and development. The purpose of the study is to explore the (process quality) in Finnish ECEC classrooms for 2-3-year old children and further explore their associations to children's later development (academic skills; social- and self-regulation skills) at the age of 4-5. The results of this study will contribute to deeper understanding of the processes prevailing young children's learning and development and how good pedagogy and teacher's support in form of high quality teacher-child interactions can enhance these processes.