Child-specific interaction quality at the first and last year of preschool and its relationship to preschool, child, and family characteristics – an empirical perspective using the inCLASS. Issue 12 (10th September 2022)

• Record Type: Journal Article
• Authors: Ramirez, Molina; Linberg, Anja
• Is Part Of: Early child development and care. Volume 192:Issue 12(2022)
• Page Start: 1886
• Page End: 1900
• Publication Date: 2022-09-10
• Subjects: Child-specific interaction quality -- inCLASS -- preconditions -- preschool -- early childhood education; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2021.1950703
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: Interaction processes in preschools have been mostly studied at group-level and not at child-level – which means that interactions of whole groups of children have been investigated, but not individual children's experiences. Therefore, this paper analyses child-specific interaction processes, the individual child experiences at first and last preschool year, and which aspects (preschool, child and family characteristics) are associated with these child-specific processes. Information on child-specific processes 160 children experienced at age 3.5 years (t1) and 5.5 years (t2) in German preschools were used. The child-specific interaction quality was measured with a standardized observation instrument – the Individualized Classroom Assessment Scoring System. Information on preschool, child and family characteristics were assessed via teacher questionnaires and parent interviews. Results demonstrate children experience slightly different levels of child-specific interaction in their first and last preschool years, and that preschool characteristics are of different importance for child-specific interaction quality in the first and last preschool year.