ABSTRACT

To date, there is little evidence regarding how well children from socially and educationally disadvantaged families succeed in interacting with other children and teachers in preschools. This paper aims to address this limitation by analysing the relationships between the quality of children's interactions in preschools and indicators of socio-cultural disparities, e.g. migrational and educational background. The data used in this research is based on 241 children at the age of 3–4 years in preschools in Germany. Children's individual interaction quality was measured using the standardised observational instrument Individualised Classroom Assessment Scoring System. Background characteristics of the observed children are available through interviews with parents (e.g. socio-economic status of the family, home learning environment of the children). Only small disparities in the quality of the children's interactions were found. Based on these findings, implications for research and educational practice are discussed.

摘要

迄今为止，几乎没有证据表明来自社会和教育处于不利地位的家庭的儿童如何成功地与学龄前的其他儿童和老师互动。本文旨在通过分析学龄前儿童的互动质量与社会文化差异指标（例如移民和教育背景）之间的关系来解决这一限制。本研究中使用的数据基于德国学龄前儿童中241名3至4岁的儿童。使用标准观察仪器“个性化课堂评估评分系统”测量儿童的个人互动质量。可通过与父母的访谈来了解被观察儿童的背景特征（例如家庭的社会经济状况，儿童的家庭学习环境）。仅发现儿童互动质量方面的微小差异。基于这些发现，讨论了对研究和教育实践的意义。