Duyarlı Bakımın Erken Çocukluk Gelişimine Etkileri: 0–3 Yaş Kurumsal Bakım Ortamları Üzerine Sistematik Bir Derleme

Öz

Bu sistematik derleme, 0–3 yaş çocukların kurumsal bakım ortamlarında (kreş/gündüz bakımevi) bakım veren duyarlılığının çocukların gelişimsel kazanımları üzerindeki etkilerini bütüncül biçimde incelemeyi amaçlamaktadır. Dahil edilen çalışmalar araştırmacılar tarafından önceden belirlenen değerlendirme kriterleri doğrultusunda yöntemsel özellikleri, duyarlı bakımın ele alınış biçimi ve çocukların gelişimsel kazanımları açısından sistematik biçimde analiz edilmiştir. Eleştirel değerlendirmede ise Sistematik Derleme için Araştırma Değerlendirme Aracı kullanılmıştır. Bulgular, duyarlı bakımın hem kurumsal yapı ve koşullarla hem de bakım verenin çocukla kurduğu duygusal ve etkileşimsel bağın niteliğiyle şekillenen çok boyutlu bir süreç olduğunu göstermektedir. Uygun çocuk–bakım veren oranı, grup büyüklüğü ve bakımın sürekliliği gibi yapısal kalite göstergeleri, duyarlılığın gerçekleşmesi için temel koşullar olarak öne çıkmaktadır. Bu koşulların sağlandığı ortamlarda çocukların daha yüksek sosyal-duygusal uyum ve daha düşük problem davranışlarla ilişkili olduğu görülmektedir. Duyarlı bakım, yalnızca anlık duygusal tepkiler değil; aynı zamanda öğrenmeye yönelik etkin destek, ortak dikkat ve karşılıklı etkileşim gibi öğretimsel bileşenleri de kapsamaktadır. Günlük rutinler—özellikle yemek zamanları ve etkileşimli okuma etkinlikleri—çocuklarla nitelikli etkileşimlerin kurulduğu doğal öğrenme bağlamları olarak dikkat çekmektedir. Genel olarak duyarlı bakımın, bireysel farklılıklar ve sınıf iklimiyle etkileşim içinde gelişen; çocukların bağlanma güvenliğini, öz-düzenlemelerini, dil ve bilişsel becerilerini destekleyen bütüncül bir bağlam olduğu ortaya konmuştur.

Anahtar Kelimeler

• Duyarlı bakım
• Kurumsal çocuk bakımı
• Öğretmen/bakım veren–çocuk etkileşimi
• Erken çocukluk gelişimi
• Sistematik derleme

The Effects of Responsive Caregiving on Early Childhood Development: A Systematic Review of Institutional Care Settings for Children Aged 0–3 Years

Öz

This systematic review aims to comprehensively examine the effects of caregiver responsiveness in institutional care settings (nurseries/daycare centres) on the developmental outcomes of children aged 0–3 years. The included studies were systematically analysed in terms of their methodological characteristics, the way responsive care was addressed, and children's developmental outcomes, according to evaluation criteria predetermined by the researchers. The Mixed Methods Appraisal Tool was used for the critical appraisal. The findings show that responsive care is a multidimensional process determined by both institutional structures and conditions and the quality of the emotional and interactive bond established between the caregiver and the child. Structural quality indicators such as an appropriate child-caregiver ratio, group size, and continuity of care stand out as fundamental conditions for the establishment of responsive care. In environments where these conditions are achieved, children's social-emotional adjustment increases, and problem behaviours decrease. Responsive care encompasses not only immediate emotional responses but also educational components such as active support for learning, joint attention, and reciprocal interaction. Daily routines—particularly mealtimes and shared book reading activities—are noteworthy as natural learning contexts for establishing quality interactions with children. Overall, responsive care has been identified as a comprehensive context that evolves in interaction with individual differences and classroom climate, supporting children's attachment security, self-regulation, language, and cognitive skills.

Anahtar Kelimeler

• Responsive caregiving
• Institutional childcare
• Teacher/caregiver–child interaction
• Early childhood development
• Systematic review

Kaynakça

1. Acredolo, L. P. & Goodwyn, S. (2000). Baby signs: How to talk with your baby before your baby can talk. Random House.
2. Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44, 709-716. https://doi.org/10.1037/0003-066X.44.4.709
3. Ainsworth, M. D. S., Bell, S. M., & Stayton, D. J. (1974). Infant–mother attachment and social development: Socialization as a product of reciprocal responsiveness to signals. P. M. Richards (Ed.), The Integration of a child into a social world içinde (s. 99-135). Cambridge University.
4. Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. N. (1978). Patterns of attachment: A psychological study of the strange situation. Psychology.
5. Alves, C. R., Seibel, B. L., Gaspardo, C. M., Altafim, E. R., & Linhares, M. (2024). Home-visiting parenting programs to improve mother-infant interactions at early ages: A systematic review. Psychosocial Intervention, 33(2), 117-132. https://doi.org/10.5093/pi2024a7
6. Ansari, A. & Pianta, R. C. (2019). Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications. Applied Developmental Science, 23(3), 294-304. https://doi.org/10.1080/10888691.2018.1439749
7. Bateman, A. (2024). Infant embodied requests and teacher-practitioner offers during early childhood education mealtimes. Appetite, 200, 107539. https://doi.org/10.1016/j.appet.2024.107539
8. Ballarotto, G., Murray, L., Bozicevic, L., Marzilli, E., Cerniglia, L., Cimino, S., & Tambelli, R. (2023). Parental sensitivity to toddler’s need for autonomy: An empirical study on mother-toddler and father-toddler interactions during feeding and play. Infant Behavior and Development, 73, 101892. https://doi.org/10.1016/j.infbeh.2023.101892

9. Black, M. M. (2020). Toddler development and autonomy: Baby‐led weaning, neophobia, and responsive parenting. Nestle Nutrition Institute Workshop Series, 95, 1–11. https://doi.org/10.1159/000511518
10. Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic.
11. Bozicevic, L., Lucas, C., Magai, D. N., Ooi, Y., Maliwichi, L., Sharp, H., & Gladstone, M. (2025). Evaluating caregiver-child interactions in low-and middle-income countries: A systematic review of tools and methods. Journal of Reproductive and Infant Psychology, 43(5), 1301-1336. https://doi.org/10.1080/02646838.2024.2321615
12. Choi, J. Y., Horm, D., Jeon, S., & Ryu, D. (2019). Do stability of care and teacher–child interaction quality predict child outcomes in early head start? Early Education and Development, 30(3), 337-356. https://doi.org/10.1080/10409289.2018.1546096
13. Cryer, D., Wagner-Moore, L., Burchinal, M., Yazejian, N., Hurwitz, S., & Wolery, M. (2005). Effects of transitions to new child care classes on infant/toddler distress and behavior. Early Childhood Research Quarterly, 20(1), 37-56. https://doi.org/10.1016/j.ecresq.2005.01.005
14. Deans, C. L. (2020). Maternal sensitivity, its relationship with child outcomes, and interventions that address it: A systematic literature review. Early Child Development and Care, 190(2), 252-275. https://doi.org/10.1080/03004430.2018.1465415
15. Degotardi, S., Han, F., & Torr, J. (2018). Infants’ experience with ‘near and clear’educator talk: Individual variation and its relationship to indicators of quality. International Journal of Early Years Education, 26(3), 278-294. https://doi.org/10.1080/09669760.2018.1479632
16. Ereky-Stevens, K., Funder, A., Katschnig, T., Malmberg, L. E., & Datler, W. (2018). Relationship building between toddlers and new caregivers in out-of-home childcare: Attachment security and caregiver sensitivity. Early Childhood Research Quarterly, 42, 270-279. https://doi.org/10.1016/j.ecresq.2017.10.007
17. Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245-258. https://doi.org/10.1016/S0749-3797(98)00017-8
18. Finch, J. E., Johnson, A. D., & Phillips, D. A. (2015). Is sensitive caregiving in child care associated with children's effortful control skills? An exploration of linear and threshold effects. Early Childhood Research Quarterly, 31, 125-134. https://doi.org/10.1016/j.ecresq.2014.12.007
19. Gardner-Neblett, N., Holochwost, S. J., Gallagher, K. C., Iruka, I. U., Odom, S. L., & Bruno, E. P. (2017). Books and toddlers in child care: Under what conditions are children most engaged? Child & Youth Care Forum, 46(4), 473–493. https://doi.org/10.1007/s10566-017-9391-4
20. Grosse, G., Simon, A., Soemer, A., Schönfeld, R., Barth, S., & Linde, N. (2022). Teacher–child interaction quality fosters working memory and social-emotional behavior in two-and-three-year-old children. International Journal of Early Childhood, 54(3), 421-444. https://doi.org/10.1007/s13158-022-00327-w
21. Hallam, R. A., Fouts, H. N., Bargreen, K. N., & Perkins, K. (2016). Teacher–child interactions during mealtimes: Observations of toddlers in high subsidy child care settings. Early Childhood Education Journal, 44(1), 51-59. https://doi.org/10.1007/s10643-014-0678-x
22. Hallam, R., Fouts, H., Bargreen, K., & Caudle, L. (2009). Quality from a toddler's perspective: A bottom-up examination of classroom experiences. Early Childhood Research & Practice, 11(2), 1-16. https://files.eric.ed.gov/fulltext/EJ868534.pdf sayfasından erişilmiştir.
23. Helmerhorst, K. O., Colonnesi, C., & Fukkink, R. G. (2019). Caregiver’s mind-mindedness in early center-based childcare. Early Education and Development, 30(7), 854-871. https://doi.org/10.1080/10409289.2019.1593076
24. Hong, Q. N., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., ..., & Vedel, I. (2018). Mixed methods appraisal tool (MMAT), version 2018. Registration of copyright, 1148552(10), 1-7. http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT__criteria-manual_2018-08-01_ENG.pdf sayfasından erişilmiştir.
25. Horm, D. M., Jeon, S., Ruvalcaba, D. V., & Castle, S. (2024). Resilience: supporting children’s self-regulation in infant and toddler classrooms. Frontiers in Psychology, 15, 1271840. https://doi.org/10.3389/fpsyg.2024.1271840
26. Hu, B. Y., Fan, X., Wu, Z., LoCasale-Crouch, J., Yang, N., & Zhang, J. (2017). Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms. Children and Youth Services Review, 79, 78-86. https://doi.org/10.1016/j.childyouth.2017.05.028
27. Isotalo, S., Ukkonen-Mikkola, T., Lämsä, J., & Rutanen, N. (2025). Early childhood education and care teachers’ gaze behavior across pedagogical episodes in toddler groups in Finland. International Journal of Early Childhood, 57(1), 1-23. https://doi.org/10.1007/s13158-023-00387-6
28. Jeong, J., Franchett, E. E., Ramos de Oliveira, C. V., Rehmani, K., & Yousafzai, A. K. (2021). Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis. PLoS Medicine, 18(5), e1003602. https://doi.org/10.1371/journal.pmed.1003602
29. Koşkulu‐Sancar, S., Blom, E., van de Weijer‐Bergsma, E., Grandfield, E., Verhagen, J., & Mulder, H. (2024). Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood. Infant and Child Development, 33(3), e2474. https://doi.org/10.1002/icd.2474
30. Lee, S. Y. (2006). A journey to a close, secure, and synchronous relationship: Infant–caregiver relationship development in a childcare context. Journal of Early Childhood Research, 4(2), 133-151. https://doi.org/10.1177/1476718X06063533
31. Leigh, P., Nievar, M. A., & Nathans, L. (2011). Maternal sensitivity and language in early childhood: A test of the transactional model. Perceptual and Motor Skills, 113(1), 281-299. https://doi.org/10.2466/10.17.21.28.PMS.113.4.281-29
32. Lim, C. & Lim, S. M. Y. (2017). Learning and language: Educarer–child interactions in Singapore infant-care settings. Early Child Development and Care, 183(10), 1468–1485. https://doi.org/10.1080/03004430.2013.788814
33. Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry: Establishing trustworthiness. Beverly Hills.
34. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ..., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749. https://doi.org/10.1111/j.1467-8624.2008.01154.x
35. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2. b.). Sage.
36. Mulder, H., Hoofs, H., Verhagen, J., van der Veen, I., & Leseman, P. P. M. (2014). Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds. Frontiers in Psychology, 5, Article 733. https://doi.org/10.3389/fpsyg.2014.00733
37. Nozadi, S. S., Spinrad, T. L., Eisenberg, N., Bolnick, R., Eggum-Wilkens, N. D., Smith, C. L., ..., & Sallquist, J. (2013). Prediction of toddlers’ expressive language from maternal sensitivity and toddlers’ anger expressions: A developmental perspective. Infant Behavior and Development, 36(4), 650-661. https://doi.org/10.1016/j.infbeh.2013.06.002
38. O’Neill, M. C., Badovinac, S., Pillai-Riddell, R., Bureau, J. F., Rumeo, C., & Costa, S. (2021). The longitudinal and concurrent relationship between caregiver sensitivity and preschool attachment: A systematic review and meta-analysis. PLoS One, 16(1), e0245061. https://doi.org/10.1371/journal.pone.0245061
39. Ortelbach, N., Bovenschen, I., Gerlach, J., Peter, C., & Scheithauer, H. (2022). Design, implementation, and evaluation of a preventive intervention program to foster social-emotional development and attachment security of toddlers in early childhood education and care: The Papilio-U3 Program. International Journal of Developmental Science, 16(3-4), 63-79. https://doi.org/10.3233/DEV-220336
40. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ..., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, 71. https://doi.org/10.1136/bmj.n71
41. Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32(1), 15-31. https://doi.org/10.1016/0022-4405(94)90026-4
42. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system™: Manual K-3. Paul H. Brookes.
43. Recchia, S. L. & Shin, M. (2012). In and out of synch: Infant childcare teachers’ adaptations to infants' developmental changes. Early Child Development and Care, 182(12), 1545-1562. https://doi.org/10.1080/03004430.2011.630075
44. Ruprecht, K., Elicker, J., & Choi, J. Y. (2016). Continuity of care, caregiver–child interactions, and toddler social competence and problem behaviors. Early Education and Development, 27(2), 221–239. https://doi.org/10.1080/10409289.2016.1102034
45. Salminen, J., Guedes, C., Lerkkanen, M. K., Pakarinen, E., & Cadima, J. (2021). Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal. Infant and Child Development, 30(3), e2222. https://doi.org/10.1002/icd.2222
46. Santana-Ferrándiz, M., Ibáñez-Pérez, J., & Moret-Tatay, C. (2025). Empathy and parental sensitivity in child attachment and socioemotional development: A systematic review from emotional, genetic, and neurobiological perspectives. Children, 12(4), 465. https://doi.org/10.3390/children12040465
47. Shafer, A. E., Wanless, S. B., & Briggs, J. O. (2022). Toddler teachers' responses to tantrums and relations to successful resolutions. Infant and Child Development, 31(3), e2304. https://doi.org/10.1002/icd.2304
48. Shonkoff, J. P. & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy.
49. Stolarski, E., Cohen, D., Deitcher-Mizrachi, C., & Sagi-Schwartz, A. (2024). Early childcare setting in Israel: structural quality, caregiver sensitivity, and children's behaviour. Early Child Development and Care, 194(5-6), 685-694. https://doi.org/10.1080/03004430.2023.2267783
50. Tamis‐LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children's achievement of language milestones. Child Development, 72(3), 748-767. https://doi.org/10.1111/1467-8624.00313
51. UNICEF Innocenti Research Center. (2008). Report Card 8: The Child Care Transition. UNICEF Innocenti Research Center. https://digitallibrary.un.org/record/659895?ln=en&v=pdf sayfasından erişilmiştir.
52. UNICEF. (2018). Nurturing care for early childhood development: A framework for helping children survive and thrive to transform health and human potential. World Health Organization. https://iris.who.int/server/api/core/bitstreams/781de51d-4cef-482e-bb3b-c2b3becf3c9f/content sayfasından erişilmiştir.
53. Vallotton, C. D., Decker, K. B., Kwon, A., Wang, W., & Chang, T. (2017). Quantity and quality of gestural input: Caregivers’ sensitivity predicts caregiver–infant bidirectional communication through gestures. Infancy, 22(1), 56-77. https://doi.org/10.1111/infa.12155
54. Verhagen, J., Boom, J., Mulder, H., de Bree, E., & Leseman, P. (2019). Reciprocal relationships between nonword repetition and vocabulary during the preschool years. Developmental Psychology, 55(6), 1125–1137. https://doi.org/10.1037/dev0000702
55. Vitiello, V. E., Nguyen, T., Ruzek, E., Pianta, R. C., & Whittaker, J. V. (2022). Differences between pre-K and kindergarten classroom experiences: Do they predict children's social-emotional skills and self-regulation across the transition to kindergarten? Early Childhood Research Quarterly, 59, 287-299. https://doi.org/10.1016/j.ecresq.2021.11.009