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

Author

Listed:
  • Benedetta Ragni

    (Department of Human Studies, LUMSA University, 00193 Rome, Italy)

  • Francesca Boldrini

    (Department of Human Studies, LUMSA University, 00193 Rome, Italy)

  • Ilaria Buonomo

    (Department of Human Studies, LUMSA University, 00193 Rome, Italy)

  • Paula Benevene

    (Department of Human Studies, LUMSA University, 00193 Rome, Italy)

  • Teresa Grimaldi Capitello

    (Unit of Clinical Psychology, Department of Neuroscience and Neurorehabilitation, Bambino Gesù Children’s Hospital, 00165 Rome, Italy)

  • Carmen Berenguer

    (Department of Developmental and Educational Psychology, University of Valencia, Avda. Blasco Ibáñez 21, 46010 Valencia, Spain)

  • Simona De Stasio

    (Department of Human Studies, LUMSA University, 00193 Rome, Italy)

Abstract

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.

Suggested Citation

  • Benedetta Ragni & Francesca Boldrini & Ilaria Buonomo & Paula Benevene & Teresa Grimaldi Capitello & Carmen Berenguer & Simona De Stasio, 2021. "Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review," IJERPH, MDPI, vol. 18(21), pages 1-29, October.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11208-:d:664498
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    References listed on IDEAS

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    1. Loeb, Susanna & Bridges, Margaret & Bassok, Daphna & Fuller, Bruce & Rumberger, Russell W., 2007. "How much is too much? The influence of preschool centers on children's social and cognitive development," Economics of Education Review, Elsevier, vol. 26(1), pages 52-66, February.
    2. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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