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Journals / Türk Eğitim Bilimleri Dergisi / 2026 / Cilt: 24 Sayı: 2

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

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

Rumeysa Gündoğdu Ayar(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0009-0004-5522-3890
Neslihan Avcı(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0001-7988-3923
Pages
1662–1692
Publication Date
2026-08-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

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Objective & Hypothesis: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.
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Key Findings & Data:In environments where these conditions are achieved, children's social-emotional adjustment increases, and problem behaviours decrease.
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Conclusion & Impact: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.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Duyarlı bakım · Kurumsal çocuk bakımı · Öğretmen/bakım veren–çocuk etkileşimi

Abstract

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.

Özet

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.

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Cite This Article

Ayar, R. G., Avcı, N., *, R. G. A. (2026). The Effects of Responsive Caregiving on Early Childhood Development: A Systematic Review of Institutional Care Settings for Children Aged 0–3 Years. Türk Eğitim Bilimleri Dergisi, Cilt: 24 Sayı: 2, 1662–1692. https://doi.org/10.37217/tebd.1822462

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