Early Childhood Education and Care Quality and Gains in Skills Among a Diverse Sample of Toddlers and Preschoolers in Norway

IF 2.4 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2026-01-21 DOI:10.1002/icd.70081

Lisa Karlsen, Veslemøy Rydland, Elisabet Solheim Buøen, Deborah Lowe Vandell, Siri Steffensen Bratlie, Stian Lydersen, Ratib Lekhal

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Abstract

We investigate whether quality of early care and education, measured using the Classroom Assessment Scoring System (CLASS), predicted gains in toddlers' and preschoolers' vocabulary and self-regulation over 7 months. The sample consists of 318 toddlers (M age = 26 months; 46% female; 56% dual language learner) and 569 preschoolers (M age = 44 months; 51% female; 71% dual language learner), attending 89 toddler and 124 preschool classrooms in Oslo, Norway. Using mixed effect linear regression analyses, among toddlers, higher learning support on CLASS predicted gains in vocabulary. Among preschoolers, higher classroom organisation and instructional support on CLASS predicted gains in self-regulation skills. Implications of these findings for the developmental needs of toddlers and preschoolers, and the use of CLASS as a classroom quality measurement tool, are discussed.

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在挪威不同样本的幼儿和学龄前儿童中，早期儿童教育和护理质量及技能增益

我们调查了使用课堂评估评分系统（CLASS）衡量的早期护理和教育质量是否预测了幼儿和学龄前儿童在7个月内的词汇和自我调节能力的提高。样本包括318名幼儿（年龄为26个月，46%为女性，56%为双语学习者）和569名学龄前儿童（年龄为44个月，51%为女性，71%为双语学习者），他们在挪威奥斯陆的89个幼儿班和124个学前班上课。使用混合效应线性回归分析，在幼儿中，更高的课堂学习支持预示着词汇的增长。在学龄前儿童中，更高的课堂组织和课堂教学支持预示着自我调节技能的提高。本文讨论了这些发现对幼儿和学龄前儿童发展需求的影响，以及CLASS作为课堂质量测量工具的使用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)