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The Impact of Process Quality in Early Childhood Education and Care on Socio-Emotional Development: A Meta-Analysis of Longitudinal Studies

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  • Rosanne M. V. Sluiter

    (Research Institute of Child Development and Education, Faculty of Social and Behavioural Sciences, University of Amsterdam, Nieuwe Achtergracht 127, 1018 WS Amsterdam, The Netherlands)

  • Ruben G. Fukkink

    (Research Institute of Child Development and Education, Faculty of Social and Behavioural Sciences, University of Amsterdam, Nieuwe Achtergracht 127, 1018 WS Amsterdam, The Netherlands
    Center for Applied Research on Education, Faculty of Education, Amsterdam University of Applied Sciences, Wibautstraat 2-4, 1091 GM Amsterdam, The Netherlands)

  • Minne Fekkes

    (Research Institute of Child Development and Education, Faculty of Social and Behavioural Sciences, University of Amsterdam, Nieuwe Achtergracht 127, 1018 WS Amsterdam, The Netherlands
    TNO Child Health, Sylviusweg 71, 2333 BE Leiden, The Netherlands)

Abstract

We investigated the relationship between process quality in early childhood education and care (ECEC) and children’s socio-emotional development in a meta-analysis of longitudinal studies. Our multi-level meta-analysis of 31 publications reporting on 16 longitudinal studies (N = 17,913 children, age: 2.5–18 yrs) demonstrates that the process quality of ECEC is a small but significant predictor of children’s socio-emotional development over time (ES = 0.103, SE = 0.026, p < 0.001, 95% CI: 0.052–0.155). This longitudinal association extends to the age of 18 years in our sample. Process quality of ECEC is, thus, a significant and stable predictor of children’s socio-emotional development and well-being from toddlerhood to adolescence. The longitudinal relationship was moderated by the type of care (center-based vs. home-based) and the informant (parent, professional caregiver, external assessor, or self-report of the child). Implications for future ECEC research are discussed.

Suggested Citation

  • Rosanne M. V. Sluiter & Ruben G. Fukkink & Minne Fekkes, 2025. "The Impact of Process Quality in Early Childhood Education and Care on Socio-Emotional Development: A Meta-Analysis of Longitudinal Studies," IJERPH, MDPI, vol. 22(5), pages 1-21, May.
    • Handle: RePEc:gam:jijerp:v:22:y:2025:i:5:p:775-:d:1655462
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    References listed on IDEAS

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    1. Ashley Brunsek & Michal Perlman & Olesya Falenchuk & Evelyn McMullen & Brooke Fletcher & Prakesh S Shah, 2017. "The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes: A systematic review and meta-analysis," PLOS ONE, Public Library of Science, vol. 12(6), pages 1-29, June.
    2. Paul Leseman & Pauline Slot, 2025. "Strong early childhood education and care systems for the future: A conceptual framework for thematic analyses," OECD Education Working Papers 329, OECD Publishing.
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