ABSTRACT

High-quality early childhood education and care (ECEC) is related to childrens’ socioemotional and cognitive development, and the most important aspect regarding quality in ECEC is staff’s interpersonal or interactive skills. Despite this, research on staff’s interactive skills is currently sparse in Norway. This study uses the Caregiver Interaction Profile (CIP) scales to evaluate staff’s interactions with children aged 1–5, asking whether staff interact differently with children aged 3–5, compared to those aged under 3. 19 staff members participated in the study. Videos of individual staff members interacting with groups of children were recorded, coded and analysed in accordance with CIP scales. The main findings show that staff score adequate-to-good for basic interactions (sensitivity responsiveness, respect for autonomy, structuring and limit setting) and inadequate for educational interactions (verbal communication, developmental stimulation, fostering positive peer inetractions) during free play and routine situations. Similar patterns are found for staff regardless of children’s age. Limitations and implications are discussed, proposing further research on interaction quality in Norwegian ECEC contexts.

摘要

高质量的幼儿教育和保育（ECEC）关系到儿童的社会情感和认知发展，而幼儿教育质量最重要的方面是员工的人际交往或互动技能。尽管如此，挪威目前对员工互动技能的研究很少。本研究使用看护人互动概况 (CIP) 量表来评估员工与 1-5 岁儿童的互动，询问员工与 3-5 岁儿童的互动与 3 岁以下儿童的互动是否不同。19 名员工参与了这项研究。根据 CIP 量表记录、编码和分析个别工作人员与儿童群体互动的视频。主要调查结果表明，员工在基本互动（敏感反应、尊重自主性、结构和限制设置）和在自由游戏和常规情况下不适合教育互动（口头交流、发展刺激、培养积极的同伴吸引力）。无论儿童的年龄如何，工作人员都发现了类似的模式。讨论了局限性和影响，建议进一步研究挪威 ECEC 环境中的交互质量。