Combine structural policy levers with caregiver well-being and psychological-resource supports to enhance interaction quality¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

Based on the meta-analytic findings, the review recommends that "Policies and interventions that both address structural conditions and support caregivers' well-being and psychological resources are most likely to enhance interaction quality and, ultimately, children's developmental outcomes." This dual approach targets the structural factors with significant associations (education, group size, ratio, salary) alongside the individual factors (mentalizing, mental well-being), rather than relying on either lever alone.

Design Implications¶

Context¶

Requirements¶

• Sufficient data on both structural conditions and caregiver psychological resources in the target ECEC settings

Constraints¶

• The supporting evidence is correlational, so causal effects of these policy levers on interaction quality are not established

Target Learners¶

• Child-care professionals in formal ECEC settings for children up to 6 years

Target Learning Goals¶

• Enhancing caregiver interactive skills and interaction quality in ECEC

Affordances¶

• Structure Process Outcome Ppct Interactive Skills Framework

Claims¶

• The evidence base on caregiver interactive skills is fragmented: 57% of identified factors were examined in only one study [+W]
• Smaller group sizes and lower child-caregiver ratios are associated with higher interactive skills of individual caregivers [+W]
• Caregiver mentalizing abilities and mental well-being are positively associated with interactive skills, with mentalizing sensitive to estimation method [+W]
• Work experience, tenure, perceived support, caregiver age, stability, child sex, and center size show no significant association with interactive skills [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Støve, L. L., Dalgaard, N. T., Mohr, J. W., Hansen, J. E., Wendelboe, K. I., Hestbaek, E., Vieira, C. C., Væver, M. S., & Smith-Nielsen, J. (2026). Individual and Structural Factors Associated with Interactive Skills of Child-Care Professionals in Early Childhood Education and Care: A Systematic Review and Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10162-3