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Wildgruber, Andreas; Wertfein, Monika; Wirts, Claudia; Kammermeier, Marina; Danay, Erik (2016): Situative Unterschiede der Interaktionsqualität im Verlauf des Kindergartenalltags. In: Fruhe Bildung, Vol. 5, No. 4: pp. 206-213
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Teacher-child interactions are of central relevance for the moderation of children's learning and development in early childhood education and care (ECEC). In view of the variability of interactions over time during the day, this exploratory study examined the extent to which the effectiveness of interactions varies among typical activity settings (free play, structured activities, book reading, garden, meals) in ECEC settings. In a sample of 85 educators in settings for children of 3 - 6 years of age, teacher-child interactions were observed and rated using the Classroom Assessment Scoring System Pre-K (Pianta, La Paro, & Hamre, 2008). Analyses indicate that the effectiveness of educators' interactions was lower in meal situations than in the other focused situations. In situations of book reading and structured activities, instructional support was higher than in free play. Analyses simultaneously considering time and activity settings as factors revealed the unique effects of the factor activity setting.