Association between the quality of teacher–child interactions in toddler classrooms and children’s numeracy, language, and literacy skills

This study investigated the association between the quality of teacher–child interactions in toddler classrooms and children’s numeracy, language, and literacy skills in toddlerhood and upon their entry into pre-primary education three years later. The numeracy, language, and literacy skills of 145 Finnish children (79 boys, 66 girls) were assessed in toddlerhood and again upon their entry into pre-primary education. The quality of teacher–child interactions in toddler classrooms ( N = 43 classrooms) was evaluated using the Classroom Assessment Scoring System (CLASS) Toddler instrument, focusing on two domains—emotional and behavioral support, and engaged support for learning. Parents ( N = 126) reported their education level and the frequency of informal home numeracy and literacy activities. The data were analyzed using longitudinal path models, controlling for the children’s age, gender, parental education, frequency of informal home numeracy and literacy activities, and toddler skills in the same domain for longitudinal associations. The results indicate that engaged support for learning in toddler classrooms is positively associated with numeracy skills in toddlerhood but not upon entry into pre-primary education, while it is positively associated with language and literacy skills both in toddlerhood and upon their entry into pre-primary education. Therefore, policies concerning early childhood education for under-three-year-olds should prioritize supporting teachers’ ability to deliver high‑quality teacher–child interactions in toddler classrooms, given their relevance in developing children’s foundational skills in toddlerhood and upon their entry into pre-primary education.