There is a wide-spread international consensus that high-quality childcare contributes to children's development in both the short and long term. However, various definitions of quality are provided, consistently distinguishing between structural (contextual) characteristics and process quality, which refers to the interactions between a child and their environment. Structural quality includes factors such as the child-to-staff ratio and the implementation of pedagogical coaching as an advanced form of continuous professional development.

However, the relationship between structural quality and process quality has not been sufficiently theorized. Therefore, this research will examine the relationship between the child-to-staff ratio and the implementation of pedagogical coaching, as elements of structural quality, and process quality, including through an intervention study. The perspective of childcare workers will also be included.