Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review

Sensitive caregiver–child interactions appear fundamental throughout childhood, supporting infants’ wellbeing and development not only in a familial context but in professional caregiving as well. The main aim of this review was to examine the existing literature about Early Childhood Education Cont...

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Autores principales:	Benedetta Ragni, Francesca Boldrini, Ilaria Buonomo, Paula Benevene, Teresa Grimaldi Capitello, Carmen Berenguer, Simona De Stasio
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	systematic literature review childcare quality child–caregiver interaction child socio-emotional development Medicine R
Acceso en línea:	https://doaj.org/article/ef1a9f2fcb834de7a3aafd962a35d0c5
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spelling	oai:doaj.org-article:ef1a9f2fcb834de7a3aafd962a35d0c52021-11-11T16:21:31ZIntervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review10.3390/ijerph1821112081660-46011661-7827https://doaj.org/article/ef1a9f2fcb834de7a3aafd962a35d0c52021-10-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/21/11208https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601Sensitive caregiver–child interactions appear fundamental throughout childhood, supporting infants’ wellbeing and development not only in a familial context but in professional caregiving as well. The main aim of this review was to examine the existing literature about Early Childhood Education Context (ECEC) intervention studies dedicated to caregiver–child interaction, fostering children’s socioemotional developmental pathways. Studies published between January 2007 and July 2021 were identified in four electronic databases following PRIMSA guidelines. The initial search yielded a total of 342 records. Among them, 48 studies were fully reviewed. Finally, 18 of them met all inclusion criteria and formed the basis for this review. Main factors characterizing implemented programs were recorded (e.g., intervention and sample characteristics, dimensions of the teacher–child interaction targeted by the intervention, outcome variables, main results) in order to frame key elements of ECE intervention programs. Our review points to a range of fundamental issues that should consider to enhance ECEC interventions’ efficacy, supporting children’s socioemotional development and caregiver–child interaction. Reflections and considerations for future research are provided.Benedetta RagniFrancesca BoldriniIlaria BuonomoPaula BeneveneTeresa Grimaldi CapitelloCarmen BerenguerSimona De StasioMDPI AGarticlesystematic literature reviewchildcare qualitychild–caregiver interactionchild socio-emotional developmentMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11208, p 11208 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	systematic literature review childcare quality child–caregiver interaction child socio-emotional development Medicine R
spellingShingle	systematic literature review childcare quality child–caregiver interaction child socio-emotional development Medicine R Benedetta Ragni Francesca Boldrini Ilaria Buonomo Paula Benevene Teresa Grimaldi Capitello Carmen Berenguer Simona De Stasio Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review
description	Sensitive caregiver–child interactions appear fundamental throughout childhood, supporting infants’ wellbeing and development not only in a familial context but in professional caregiving as well. The main aim of this review was to examine the existing literature about Early Childhood Education Context (ECEC) intervention studies dedicated to caregiver–child interaction, fostering children’s socioemotional developmental pathways. Studies published between January 2007 and July 2021 were identified in four electronic databases following PRIMSA guidelines. The initial search yielded a total of 342 records. Among them, 48 studies were fully reviewed. Finally, 18 of them met all inclusion criteria and formed the basis for this review. Main factors characterizing implemented programs were recorded (e.g., intervention and sample characteristics, dimensions of the teacher–child interaction targeted by the intervention, outcome variables, main results) in order to frame key elements of ECE intervention programs. Our review points to a range of fundamental issues that should consider to enhance ECEC interventions’ efficacy, supporting children’s socioemotional development and caregiver–child interaction. Reflections and considerations for future research are provided.
format	article
author	Benedetta Ragni Francesca Boldrini Ilaria Buonomo Paula Benevene Teresa Grimaldi Capitello Carmen Berenguer Simona De Stasio
author_facet	Benedetta Ragni Francesca Boldrini Ilaria Buonomo Paula Benevene Teresa Grimaldi Capitello Carmen Berenguer Simona De Stasio
author_sort	Benedetta Ragni
title	Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review
title_short	Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review
title_full	Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review
title_fullStr	Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review
title_full_unstemmed	Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review
title_sort	intervention programs to promote the quality of caregiver–child interactions in childcare: a systematic literature review
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/ef1a9f2fcb834de7a3aafd962a35d0c5
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Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review

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