“…Studies indicate that particularly domain-specific interactions, such as talking about mathematical content during shared activities, promote children's numeracy skills and their mathematical language (King & Purpura, 2021;Purpura et al, 2017). However, both nationally (e.g., Bücklein et al, 2017;Kuger & Kluczniok, 2009) and internationally (e.g., Hamre & Pianta, 2007;Siraj et al, 2023), the quality of learning-related PREPRINT interactions in early childcare is often in the medium to low range and early childcare teachers' beliefs are less positive towards mathematical domains compared to other developmental domains such as language or emotions (e.g., Costa et al, 2023;Jenßen, 2021).…”