Scientific References

1. OECD — Starting Strong VI

Publication: Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care.

This OECD publication examines the importance of everyday interactions between children, educators, families, peers, learning environments, and educational materials in early childhood education.

OECD Publishing, Paris, 2021.
DOI: 10.1787/f47a06ae-en

2. OECD — Providing Quality Early Childhood Education and Care

Publication: Providing Quality Early Childhood Education and Care: Results from the Starting Strong Survey 2018.

The report explores educational practices, staff-child interactions, language development, socio-emotional learning, group organization, and family engagement in early childhood education settings.

OECD Publishing, Paris, 2019.
DOI: 10.1787/301005d1-en

3. OECD — Starting Strong Teaching and Learning International Survey

Publication: Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework.

This publication presents an international framework for studying the characteristics of early childhood education environments, including educator-child interaction, pedagogical practices, professional development, learning environments, and children's well-being.

Sim, M. P. Y., Bélanger, J., Stancel-Piątak, A. & Karoly, L.
OECD Education Working Papers, No. 197, 2019.
DOI: 10.1787/106b1c42-en

4. Harvard University — Center on the Developing Child

Reference: Serve and Return Interaction Shapes Brain Architecture.

The Center on the Developing Child describes responsive, back-and-forth interaction between young children and caring adults as an important component of early learning environments.

These interactions can support communication, social development, attention, and the gradual development of more complex learning skills.

Center on the Developing Child at Harvard University.
Serve and Return: Back-and-Forth Exchanges.

5. UNICEF — Learning Through Play

UNICEF educational materials highlight play as an important part of childhood and as an opportunity for children to explore, communicate, interact with others, develop skills, and learn about their environment.

Play-based experiences may involve imagination, movement, language, problem-solving, social interaction, and experimentation.

United Nations Children's Fund — UNICEF.
Early Childhood Development and Learning Resources.

6. LEGO Foundation — Learning Through Play

Research reviews supported by the LEGO Foundation discuss learning through play and describe characteristics frequently associated with playful learning, including active engagement, meaningful experiences, social interaction, iteration, and enjoyment.

Zosh, J. M. et al.
Learning Through Play: A Review of the Evidence.
The LEGO Foundation, 2017.

7. Brazilian Ministry of Education — BNCC

Document: Base Nacional Comum Curricular — National Common Curricular Base.

The Brazilian national curriculum framework establishes principles and learning rights for Early Childhood Education and recognizes interactions and play as central elements of children's educational experiences.

Ministério da Educação — Brazil.
Base Nacional Comum Curricular — Educação Infantil.

8. OECD — Quality Early Childhood Education and Care

OECD research on early childhood education examines factors associated with the quality of children's daily educational experiences, including learning environments, educator preparation, curriculum, interactions, organization, and family participation.

OECD — Starting Strong Series.
Early Childhood Education and Care.