Department of Human Studies, LUMSA University, 00193 Rome, Italy.
Unit of Clinical Psychology, Department of Neuroscience and Neurorehabilitation, Bambino Gesù Children's Hospital, 00165 Rome, Italy.
Int J Environ Res Public Health. 2021 Oct 25;18(21):11208. doi: 10.3390/ijerph182111208.
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.
敏感的照料者-儿童互动在整个儿童期似乎都很重要，不仅在家庭环境中，而且在专业照护中，都能支持婴儿的幸福和发展。本综述的主要目的是研究关于幼儿教育环境（ECEC）干预研究的现有文献，这些研究致力于促进儿童的社会情感发展途径。根据 PRIMSA 指南，在四个电子数据库中确定了 2007 年 1 月至 2021 年 7 月期间发表的研究。最初的搜索共产生了 342 条记录。其中，有 48 项研究进行了全面审查。最后，其中 18 项符合所有纳入标准，并构成了本综述的基础。为了构建 ECE 干预方案的关键要素，记录了实施方案的主要特征（例如，干预和样本特征、干预针对的师幼互动维度、结果变量、主要结果）。我们的综述指出了一系列需要考虑的基本问题，以提高 ECEC 干预的效果，支持儿童的社会情感发展和照料者-儿童互动。提供了对未来研究的反思和考虑。
