This article examines the socio-pedagogical foundations that explain why preschool education systems require highly qualified pedagogical personnel. Drawing on developmental psychology, ecological systems theory, human capital economics, and contemporary quality-assurance frameworks, the paper argues that teacher qualification levels are decisive for children’s cognitive, socio-emotional, and moral development during the sensitive period from birth to six years. The study synthesizes theoretical and empirical literature to identify how structural quality (staffing ratios, teacher education, remuneration) and process quality (pedagogical interactions, formative assessment, learning environments) co-determine child outcomes. It also analyzes macro-social drivers—including demographic change, labor market participation of caregivers, urbanization, and equity imperatives—and shows how these dynamics heighten demand for professionalized early childhood educators. Methodologically, the article adopts an integrative review design, triangulating insights from psychology, sociology of education, and policy studies with international monitoring reports. The results highlight five cross-cutting foundations: the developmental sensitivity of early childhood; the mediating role of teacher–child interaction quality; the equity function of preschool for disadvantaged children; the public-good character of early education that necessitates regulatory and professional standards; and the alignment of professional learning systems with evidence-based pedagogy. The discussion elaborates implications for initial teacher education, career-long professional development, reflective practice, and leadership at the center level. The conclusion recommends establishing competency-based standards, improving professional status and remuneration, strengthening mentoring and clinical practica, integrating formative assessment tools, and building research-practice partnerships to sustain a culture of quality.

Preschool education, early childhood, teacher qualification

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