Everyday Interactions between Staff and Children Aged 1-5 in Norwegian ECEC

Autor/inn/en	Baustad, Anne Grethe; Bjørnestad, Elisabeth
Titel	Everyday Interactions between Staff and Children Aged 1-5 in Norwegian ECEC
Quelle	In: Early Years: An International Journal of Research and Development, 42 (2022) 4-5, S.557-571 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baustad, Anne Grethe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2020.1819207
Schlagwörter	Foreign Countries; Interaction; Preschool Education; Child Care; Child Development; Social Development; Emotional Development; Cognitive Development; Preschool Teachers; Caregivers; Interpersonal Competence; Teacher Student Relationship; Age Differences; Norway + Suchen Sie Ihr Suchwort? Ausland; Interaktion; Pre-school education; Vorschulerziehung; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Caregiver; Carer; Betreuungsperson; Pfleger; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Age; Difference; Age difference; Altersunterschied; Norwegen
Abstract	High-quality early childhood education and care (ECEC) is related to childrens' socioemotional and cognitive development, and the most important aspect regarding quality in ECEC is staff's interpersonal or interactive skills. Despite this, research on staff's interactive skills is currently sparse in Norway. This study uses the Caregiver Interaction Profile (CIP) scales to evaluate staff's interactions with children aged 1-5, asking whether staff interact differently with children aged 3-5, compared to those aged under 3. 19 staff members participated in the study. Videos of individual staff members interacting with groups of children were recorded, coded and analysed in accordance with CIP scales. The main findings show that staff score adequate-to-good for basic interactions (sensitivity responsiveness, respect for autonomy, structuring and limit setting) and inadequate for educational interactions (verbal communication, developmental stimulation, fostering positive peer inetractions) during free play and routine situations. Similar patterns are found for staff regardless of children's age. Limitations and implications are discussed, proposing further research on interaction quality in Norwegian ECEC contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01