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Early Childhood Education and Care Quality and Gains in Skills among a Diverse Sample of Toddlers and Preschoolers in Norway

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Title: Early Childhood Education and Care Quality and Gains in Skills among a Diverse Sample of Toddlers and Preschoolers in Norway
Language: English
Authors: Lisa Karlsen (ORCID 0000-0001-7606-9723), Veslemøy Rydland, Elisabet Solheim Buøen, Deborah Lowe Vandell, Siri Steffensen Bratlie, Stian Lydersen, Ratib Lekhal
Source: Infant and Child Development. 2026 35(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Foreign Countries, Early Childhood Education, Child Care, Toddlers, Preschool Children, Predictor Variables, Vocabulary Development, Self Management, Classroom Environment
Geographic Terms: Norway (Oslo)
Assessment and Survey Identifiers: Classroom Assessment Scoring System
DOI: 10.1002/icd.70081
ISSN: 1522-7227
1522-7219
Abstract: We investigate whether quality of early care and education, measured using the Classroom Assessment Scoring System (CLASS), predicted gains in toddlers' and preschoolers' vocabulary and self-regulation over 7 months. The sample consists of 318 toddlers (M age = 26 months; 46% female; 56% dual language learner) and 569 preschoolers (M age = 44 months; 51% female; 71% dual language learner), attending 89 toddler and 124 preschool classrooms in Oslo, Norway. Using mixed effect linear regression analyses, among toddlers, higher learning support on CLASS predicted gains in vocabulary. Among preschoolers, higher classroom organisation and instructional support on CLASS predicted gains in self-regulation skills. Implications of these findings for the developmental needs of toddlers and preschoolers, and the use of CLASS as a classroom quality measurement tool, are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497597
Database: ERIC
FullText Text:
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  Data: Early Childhood Education and Care Quality and Gains in Skills among a Diverse Sample of Toddlers and Preschoolers in Norway
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  Data: <searchLink fieldCode="AR" term="%22Lisa+Karlsen%22">Lisa Karlsen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7606-9723">0000-0001-7606-9723</externalLink>)<br /><searchLink fieldCode="AR" term="%22Veslemøy+Rydland%22">Veslemøy Rydland</searchLink><br /><searchLink fieldCode="AR" term="%22Elisabet+Solheim+Buøen%22">Elisabet Solheim Buøen</searchLink><br /><searchLink fieldCode="AR" term="%22Deborah+Lowe+Vandell%22">Deborah Lowe Vandell</searchLink><br /><searchLink fieldCode="AR" term="%22Siri+Steffensen+Bratlie%22">Siri Steffensen Bratlie</searchLink><br /><searchLink fieldCode="AR" term="%22Stian+Lydersen%22">Stian Lydersen</searchLink><br /><searchLink fieldCode="AR" term="%22Ratib+Lekhal%22">Ratib Lekhal</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Infant+and+Child+Development%22"><i>Infant and Child Development</i></searchLink>. 2026 35(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Norway+%28Oslo%29%22">Norway (Oslo)</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Classroom+Assessment+Scoring+System%22">Classroom Assessment Scoring System</searchLink>
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  Data: 10.1002/icd.70081
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  Data: 1522-7227<br />1522-7219
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  Data: We investigate whether quality of early care and education, measured using the Classroom Assessment Scoring System (CLASS), predicted gains in toddlers' and preschoolers' vocabulary and self-regulation over 7 months. The sample consists of 318 toddlers (M age = 26 months; 46% female; 56% dual language learner) and 569 preschoolers (M age = 44 months; 51% female; 71% dual language learner), attending 89 toddler and 124 preschool classrooms in Oslo, Norway. Using mixed effect linear regression analyses, among toddlers, higher learning support on CLASS predicted gains in vocabulary. Among preschoolers, higher classroom organisation and instructional support on CLASS predicted gains in self-regulation skills. Implications of these findings for the developmental needs of toddlers and preschoolers, and the use of CLASS as a classroom quality measurement tool, are discussed.
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  Data: 2026
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  Data: EJ1497597
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        Value: 10.1002/icd.70081
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      – Text: English
    PhysicalDescription:
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        PageCount: 14
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Child Care
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      – SubjectFull: Toddlers
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      – SubjectFull: Preschool Children
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Self Management
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Norway (Oslo)
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      – SubjectFull: Classroom Assessment Scoring System
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      – TitleFull: Early Childhood Education and Care Quality and Gains in Skills among a Diverse Sample of Toddlers and Preschoolers in Norway
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