Interaction Quality in Norwegian ECEC for Toddlers Measured with the Caregiver Interaction Profile (CIP) Scales

Autor/inn/en	Bjørnestad, Elisabeth; Broekhuizen, Martine L.; Os, Ellen; Baustad, Anne Grethe
Titel	Interaction Quality in Norwegian ECEC for Toddlers Measured with the Caregiver Interaction Profile (CIP) Scales
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 6, S.901-920 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bjørnestad, Elisabeth) ORCID (Baustad, Anne Grethe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1639813
Schlagwörter	Interaction; Toddlers; Early Childhood Teachers; Child Caregivers; Caregiver Child Relationship; Teacher Aides; Communication Skills; Educational Quality; Verbal Communication; Stimulation; Child Development; Personal Autonomy; Rating Scales; Preschool Education; Foreign Countries; Norway; Netherlands; Infant Toddler Environment Rating Scale + Suchen Sie Ihr Suchwort? Interaktion; Infant; Infants; Toddler; Kleinkind; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Handreichung; Lehrerhilfe; Kommunikationsstil; Quality of education; Bildungsqualität; Kindesentwicklung; Individuelle Autonomie; Rating-Skala; Pre-school education; Vorschulerziehung; Ausland; Norwegen; Niederlande
Abstract	The core aspect within process quality is quality of interactions between caregivers and children. This article investigates six interaction skills of caregivers in ECEC groups for toddlers in Norway using the Caregiver Interaction Profile (CIP) scales. The participants are 110 teachers and 58 assistants in 111 toddler groups. Results show that caregivers score between moderate and adequate-to-good levels on the more basic interaction skills. For the more educational interaction skills, scores were mostly at the inadequate level. Comparing teachers and assistants, teachers score higher on respect for autonomy, structuring and limit setting, verbal communication, and developmental stimulation. In addition, correlations show that the CIP scores were differentially associated with several ITERS-R scales, which supports the applicability of the measure. Because of the overall moderate-to-low scores, there is a need for in-service training to improve the process quality of ECEC for toddlers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01