Details
| Original language | English |
|---|---|
| Pages (from-to) | 1273-1286 |
| Number of pages | 14 |
| Journal | Early Child Development and Care |
| Volume | 193 |
| Issue number | 11-12 |
| Early online date | 7 Jul 2022 |
| Publication status | Published - 2023 |
Abstract
In Germany, there is still a great need for research on the quality of teacher-child interactions in ECEC institutions. Especially, because social interactions and relationships are crucial for (early) learning and development (Ulferts et al., 2019). However, there are hardly any results on factors influencing the interaction quality. This paper addresses the issue by assessing interaction quality of 48 ECEC teachers in German Kindergartens using the CLASS (Pianta et al., 2008). The influences of two factors - the activity setting and the attributed social disadvantage on the child - are explored. Interaction quality analyses show mid to high quality scores for Emotional Support and Classroom Organization whereas the Instructional Support domain is rated low. Concerning the influencing factors, we find significant differences in interaction quality between the activity settings and significantly higher Instructional Support scores for the dyads with the child with an attributed social disadvantage.
Keywords
- Classroom Assessment Scoring System, ECEC quality, activity setting, interaction quality, social disadvantage
ASJC Scopus subject areas
- Psychology(all)
- Social Psychology
- Psychology(all)
- Developmental and Educational Psychology
- Nursing(all)
- Pediatrics
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In: Early Child Development and Care, Vol. 193, No. 11-12, 2023, p. 1273-1286.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Activity settings and attributed social disadvantage as influencing factors on teacher–child interaction quality in central Germany
AU - Wadepohl, Heike
AU - Bethke, Cathleen
N1 - Funding Information: Presented data are part of the research projects ‘Cognitive Activation in inclusive Childcare Institutions’ (KoAkiK and KoAkiK II) funded by the Federal State of Lower Saxony, Ministry for Science and Culture (project period: 2017–2021). Participating working groups: Prof. Dr. Katja Mackowiak, Dr. Heike Wadepohl, Dr. Johanna Steinberg, Cathleen Bethke, Theresa Johannson, Lisa Keller, Stefani Linck, Matthias Mai; Prof. Dr. Rolf Werning, Dr. Michael Lichtblau, Dr. Antje Rothe, Lisa Disep; Prof. Dr. Claudia Schomaker, Kathrin Hormann, Laisa Quittkat (Leibniz University Hannover, GER); Prof. Dr. Ulla Walter, Julia Feesche, Nicole Heinze, Antje Kula (Medizinische Hochschule Hannover, GER). For further information, see https://www.ifs.uni-hannover.de/de/forschung/projekte/verbundprojekte-koakik/
PY - 2023
Y1 - 2023
N2 - In Germany, there is still a great need for research on the quality of teacher-child interactions in ECEC institutions. Especially, because social interactions and relationships are crucial for (early) learning and development (Ulferts et al., 2019). However, there are hardly any results on factors influencing the interaction quality. This paper addresses the issue by assessing interaction quality of 48 ECEC teachers in German Kindergartens using the CLASS (Pianta et al., 2008). The influences of two factors - the activity setting and the attributed social disadvantage on the child - are explored. Interaction quality analyses show mid to high quality scores for Emotional Support and Classroom Organization whereas the Instructional Support domain is rated low. Concerning the influencing factors, we find significant differences in interaction quality between the activity settings and significantly higher Instructional Support scores for the dyads with the child with an attributed social disadvantage.
AB - In Germany, there is still a great need for research on the quality of teacher-child interactions in ECEC institutions. Especially, because social interactions and relationships are crucial for (early) learning and development (Ulferts et al., 2019). However, there are hardly any results on factors influencing the interaction quality. This paper addresses the issue by assessing interaction quality of 48 ECEC teachers in German Kindergartens using the CLASS (Pianta et al., 2008). The influences of two factors - the activity setting and the attributed social disadvantage on the child - are explored. Interaction quality analyses show mid to high quality scores for Emotional Support and Classroom Organization whereas the Instructional Support domain is rated low. Concerning the influencing factors, we find significant differences in interaction quality between the activity settings and significantly higher Instructional Support scores for the dyads with the child with an attributed social disadvantage.
KW - Classroom Assessment Scoring System
KW - ECEC quality
KW - activity setting
KW - interaction quality
KW - social disadvantage
UR - http://www.scopus.com/inward/record.url?scp=85133599421&partnerID=8YFLogxK
U2 - 10.1080/03004430.2022.2096599
DO - 10.1080/03004430.2022.2096599
M3 - Article
VL - 193
SP - 1273
EP - 1286
JO - Early Child Development and Care
JF - Early Child Development and Care
IS - 11-12
ER -