Interaktionsqualität in der Betreuung 1–3-Jähriger – ein explorativ vergleichender Einsatz der Beobachtungsinstrumente GInA und CLASS Toddler

Bücklein, Christina; Hoffer, Rieke; Strohmer, Janina

doi:10.1007/978-3-658-10276-0_4

Cited by 6 publications

(2 citation statements)

References 31 publications

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“…Therefore, these learned strategies could have worked particularly well for the MIG in free play. This is a notable result, especially in German early childcare settings, where free play takes up a large part of the time (Bücklein et al, 2017). However, there are also hints that teachers' engagement in mathematical thinking can be improved through trainings (at least in preschool classrooms), independent of a certain activity setting (Whittaker et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Baron,

Linberg,

Dornheim

et al. 2024

Preprint

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This study is part of the ‘EarlyMath’ project, in which two teacher trainings, identical in terms of method and scope, but different in terms of focus and content, were developed to enhance global and math-specific teacher–toddler interactions in early childhood education and care (ECEC). We aimed to answer two questions: (1) Do trainings improve global and math-specific interactions to the same extent and (2) does this improvement vary with activity setting (free play vs. structured activity)? Teachers from 95 toddler classrooms were randomly assigned to three groups: math-specific intervention (MIG), global intervention (GIG), and control (CG). The training was structured through nine modules emphasizing practical aspects, which included video analyses and role-plays. The results showed that the teacher training improved math-specific interactions in the MIG during free play, but not during structured activities. Global interaction quality did not significantly improve in both intervention groups compared to the control group. This study highlights the potential of teacher training to enhance interactions in ECEC by emphasizing the specific role of activity settings.

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Section: Discussionmentioning

confidence: 99%

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Baron,

Linberg,

Dornheim

et al. 2024

Preprint

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“…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).…”

Section: Introductionmentioning

confidence: 99%

Preprint: Fostering toddlers’ numeracy skills and their mathematical language through a professional development intervention on interaction quality

Besser,

Linberg,

Dornheim

et al. 2024

Preprint

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This study examines the impact of early childcare teachers’ professional development (PD) training in global and domain-specific interaction quality and its effects on children’s numeracy skills and mathematical language development. Previous studies have highlighted the importance of high-quality interactions, using tools like dialogic reading and playing board games, in promoting young children’s numeracy skills and their mathematical language. However, few studies investigated the importance of the specificity of the training by offering a training in math-specific as well as a training in global interaction quality. Moreover, existing studies have primarily focused on children aged three years and older, despite the importance of early intervention. To address these gaps, this study integrated promising interaction strategies into PD training for early childcare teachers working with toddlers. It evaluated the short- and long-term effectiveness of this training on numeracy skills and mathematical language in children aged two to four. Two intervention groups received either math-specific or global interaction quality training, while a control group received no training. Results showed significant improvements in numeracy skills and mathematical language over time, with stronger effects observed in the math-specific intervention group compared to the control group. The global intervention group showed stronger effects in language competencies compared to the control group. These findings underscore the effectiveness of targeted PD training in fostering children’s early numeracy skills and mathematical language. By systematically varying intervention content and controlling for environmental factors, this study provides valuable insights into the specific benefits of math-specific training for early childcare teachers.

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Perspektiven von Eltern und Fachpersonen auf pädagogische Qualität in elementarpädagogischen Einrichtungen

Mittischek

Bachner

Barta

et al. 2022

ZfG

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ZusammenfassungDie pädagogische Qualität in institutionellen Kinderbildungs- und -betreuungseinrichtungen ist bedeutend für das Wohlbefinden und für die Entwicklung der Kinder. Die Sichtweise auf gute pädagogische Qualität in Kindertageseinrichtungen wird je nach Perspektive von verschiedenen Personengruppen wie etwa Eltern und Fachpersonen unterschiedlich beantwortet werden. Dieser Beitrag nimmt diesen Gedanken in den Fokus und vergleicht die Sichtweisen von Eltern und Fachpersonen auf die pädagogische Qualität in elementarpädagogischen Einrichtungen. Im Rahmen eines qualitativen Teilprojekts des ERASMUS+ Forschungsprojektes Europäisches Gütesiegel für Qualität in Kindertageseinrichtungen wurde eine Fragebogenerhebung mit Eltern und Fachpersonen in Österreich, Ungarn, Deutschland und Slowenien durchgeführt. Die Forschungsergebnisse zeigen Gemeinsamkeiten und Differenzen, die sich zum einem aus den unterschiedlichen Rollen der Personengruppen und zum anderen aus gruppenspezifischen Bedürfnissen ableiten lassen. Der Vergleich dieser beiden Perspektiven weist vorrangig auf die Bedeutsamkeit der Berücksichtigung von Mehrperspektivität in der pädagogischen Qualitätsdebatte hin.

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Interaktionsqualität in der Betreuung 1–3-Jähriger – ein explorativ vergleichender Einsatz der Beobachtungsinstrumente GInA und CLASS Toddler

Cited by 6 publications

References 31 publications

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Preprint: Fostering toddlers’ numeracy skills and their mathematical language through a professional development intervention on interaction quality

Perspektiven von Eltern und Fachpersonen auf pädagogische Qualität in elementarpädagogischen Einrichtungen

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