Children’s curiosity is widely recognized as a central driver of learning and development, and Early Childhood Education and Care (ECEC) has a longstanding tradition of fostering curiosity-driven learning. Contemporary curricula, including the Swedish curriculum, emphasize not only facilitating such learning but also developing curiosity itself. However, there is limited research integrating a deeper theoretical understanding of curiosity within ECEC. As such, this thesis draws on psychological, cognitive, and neuroscientific research to examine the implications of curiosity-driven learning for teaching in ECEC.

Using both quantitative and qualitative methods on data collected within a Swedish ECEC intervention study, four studies were conducted. Study 1 translated and psychometrically evaluated a parent-report measure of children’s propensity for curiosity. Results indicated a need for refinement to clarify the intended factor structure. However, internal consistency was good, suggesting that the scale may be used as a measure of children’s curiosity propensity. Study 2 examined interactions between parent-rated curiosity and two pedagogical approaches differing in structure and guidance. The study demonstrated a small but significant interaction effect between the more structured approach and lower curiosity propensity in executive functioning. Study 3 developed the Scaffolding of Curiosity-Driven Learning (SCDL) framework, conceptualizing curiosity-driven learning as a phased cyclic process requiring differentiated forms of teacher support. In Study 3, and more thoroughly in Study 4, multimodal analyses of video-recorded teacher–child interactions, using the SCDL framework as a theoretical lens, illustrated how scaffolding of curiosity-driven learning may be conducted in naturalistic situations. The implications of curiosity-driven learning for teaching in ECEC suggested by this thesis are that scaffolding of curiosity-driven learning may require balancing the facilitation of exploration with direct instructional elements, and that it can be guided toward curricular goals. Another implication, considering differences in children’s curiosity propensity, is that such scaffolding can enhance accessibility, ensuring that every child has meaningful opportunities to learn through curiosity. Furthermore, scaffolding curiosity-driven learning can promote deeper understanding and strengthen lifelong learning dispositions. An important condition however, is that this practice requires professional vision, for which the SCDL framework can potentially serve as a supportive tool. The thesis concludes by outlining directions for future research, including testing the hypotheses generated by the SCDL framework, applying the framework in the design and evaluation of interventions, investigating how peers may scaffold one another’s curiosity-driven learning, and examining how such learning can be supported during play. Furthermore, the SCDL framework can be used for descriptive studies of curiosity-driven learning and for further refinement of scaffolding practices across the phases of the curiosity cycle.