What question did this study set out to answer?

The research aims to assess how the quality of early education predicts vocabulary and self-regulation skills in toddlers and preschoolers.

January 23, 2026

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

Key Points

The research aims to assess how the quality of early education predicts vocabulary and self-regulation skills in toddlers and preschoolers.
Sample includes 318 toddlers and 569 preschoolers from 89 toddler and 124 preschool classrooms in Oslo, Norway.
Quality measured using the Classroom Assessment Scoring System (CLASS).
Mixed effect linear regression analyses employed to evaluate predictions of gains in skills.
Higher learning support on CLASS predicted vocabulary gains in toddlers.
Higher classroom organisation and instructional support on CLASS predicted self-regulation skill gains in preschoolers.

Abstract

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.

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Cite This Study

Karlsen et al. (Thu,) studied this question.

synapsesocial.com/papers/69730f34c8125b09b0d1eff0 https://doi.org/https://doi.org/10.1002/icd.70081

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