This text is the beginning of the analysis of conflicts between children in after school daycare and the interventions of caretakers. I don’t know yet what aspect of the conversation I will focus on for an article. For the moment I think it is a very interesting conversation and it is very interesting how children build their activities in conversation, how they create social order and how the caretakerhandles the conflict.For now I focuses on the participation frameworks, but I’m not even sure if this is the right concept for it. After this I discuss how the drama is being build. In the end I will analyse the assessments and the ‘he’s’ from the caretaker.
DOCUMENT
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.
MULTIFILE
