A typical morning in preschool: Observations of teacher-child interactions in German preschools.

Autor/inn/en	von Suchodoletz, Antje; Fäsche, Anika; Gunzenhauser, Catherine; Hamre, Bridget K.
Titel	A typical morning in preschool: Observations of teacher-child interactions in German preschools. Gefälligkeitsübersetzung: Ein typischer Morgen im Kindergarten: Beobachtungen von Erzieher-Kind-Interaktionen in deutschen Kindergärten.
Quelle	In: Early childhood research quarterly, 29 (2014) 4, S. 509-519Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2014.05.010
Schlagwörter	Erziehung; Bildungsqualität; Eigenschaft; Emotion; Kindergarten; Klassenraum; Lehrer; Lehrer-Schüler-Interaktion; Bewertung; Effizienz; Unterstützung; Kindergartenerzieher; Kindergartenkind
Abstract	Studied the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K) and the associated teaching-through-interaction conceptual framework for preschools. Three broad areas were assessed to measure effective teacher-child interactions: emotional support, classroom organization, and instructional support. Teacher-child interactions in 63 classrooms in 26 different preschools were observed four different times during a single morning session and scored with the CLASS Pre-K. Results showed that scores varied widely regarding the quality of teacher-child interactions. Emotional support and classroom organization levels were found to be moderately high in most classrooms, although emotional support decreased over the day in classrooms with higher child-teacher ratios. Instructional support was rated lower than the other two domains and decreased throughout the morning. In conclusion, results support the use of the CLASS Pre-K for evaluation of preschool teachers in classroom settings. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3