Norwegian ECEC Staff's Thinking on Quality of Interaction

Autor/inn/en	Baustad, Anne Grethe; Rønning, Wenche; Bjørnestad, Elisabeth
Titel	Norwegian ECEC Staff's Thinking on Quality of Interaction
Quelle	In: Early Child Development and Care, 190 (2020) 12, S.1969-1982 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baustad, Anne Grethe) ORCID (Rønning, Wenche) ORCID (Bjørnestad, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1553874
Schlagwörter	Child Caregivers; Early Childhood Teachers; Teacher Attitudes; Teacher Student Relationship; Interaction; Educational Quality; Young Children; Verbal Communication; Child Development; Personal Autonomy; Role Perception; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Quality of education; Bildungsqualität; Kindesentwicklung; Individuelle Autonomie; Role conception; Rollenverständnis; Ausland; Norwegen
Abstract	This study presents Norwegian ECEC staff members' thinking on "quality of interaction." Open-ended interviews were analyzed using qualitative thematic analysis based on the Caregiver Interaction Profile scales. Findings are that ECEC staff members include both basic "care" aspects of interaction and "educational" aspects of interaction in their thinking, but weigh them differently. Immediate responses focussed mainly on seeing, meeting, supporting and communicating with children, characterized as "sensitive responsiveness," and an aspect of basic care interaction. After prompts, the focus was still on the above-mentioned aspects, but thoughts characterized as "educational" aspects of interaction also featured. They focused on "verbal communication," mainly as a social tool, linked to "sensitive responsiveness" and rarely expressed thoughts about child development theories or objectives in the Norwegian framework plan. Their own role beyond basic "care" aspects was seldom mentioned, and they seemed to hold a 'taken for granted attitude' to children's learning and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01