Child-Specific Interaction Quality at the First and Last Year of Preschool and Its Relationship to Preschool, Child, and Family Characteristics--An Empirical Perspective Using the inCLASS

Autor/inn/en	Ramirez, Molina; Linberg, Anja
Titel	Child-Specific Interaction Quality at the First and Last Year of Preschool and Its Relationship to Preschool, Child, and Family Characteristics--An Empirical Perspective Using the inCLASS
Quelle	In: Early Child Development and Care, 192 (2022) 12, S.1886-1900 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramirez, Molina) ORCID (Linberg, Anja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1950703
Schlagwörter	Preschool Children; Interaction; Institutional Characteristics; Student Characteristics; Family Characteristics; Student Experience; Foreign Countries; Interpersonal Relationship; Teacher Student Relationship; Peer Relationship; Germany + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Studienerfahrung; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Deutschland
Abstract	Interaction processes in preschools have been mostly studied at group-level and not at child-level--which means that interactions of whole groups of children have been investigated, but not individual children's experiences. Therefore, this paper analyses child-specific interaction processes, the individual child experiences at first and last preschool year, and which aspects (preschool, child and family characteristics) are associated with these child-specific processes. Information on child-specific processes 160 children experienced at age 3.5 years (t1) and 5.5 years (t2) in German preschools were used. The child-specific interaction quality was measured with a standardized observation instrument--the Individualized Classroom Assessment Scoring System. Information on preschool, child and family characteristics were assessed via teacher questionnaires and parent interviews. Results demonstrate children experience slightly different levels of child-specific interaction in their first and last preschool years, and that preschool characteristics are of different importance for child-specific interaction quality in the first and last preschool year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01