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


Main funder


Funds granted by main funder (€)

256 031,00


Funding program

Postdoctoral Researcher, AoF (Academy of Finland)


Project timetable

Project start date: 01/09/2018

Project end date: 31/07/2021


Summary

Previous studies have indicated that positive teacher-child interactions are powerful factors for children’s development and learning. Growing body of international research studies have explored how these early interactional experiences in center-based ECEC classrooms are related to children’s development and learning, but only little is know of the longitudinal impacts of ECEC on children's later learning and development. In Finnish ECEC context such studies are currently missing. The purpose of the present study is to investigate the quality of teacher–child interactions and teacher’s pedagogical practices (process quality) in Finnish ECEC classrooms for 2-3-year old children and further explore their associations to children’s later development (early 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.


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Last updated on 2020-26-06 at 15:08