Everyday interactions between staff and children aged 1-5 in Norwegian ECEC

The purpose of the study is to investigate kindergarten staff interaction with children in kindergartens. The research questions are: Do staff interact differently with children between the ages of three and five compared to children under the age of three? If so, what is the reason for the difference?

The results show that staff score higher on basic interactions (structure, respect for the child’s autonomy, setting boundaries and sensitivity towards the child’s needs) than on pedagogical interactions (verbal communication, facilitating good child-child relationships and stimulating development). On average, all results that involved basic interaction are within the level of ‘sufficient-to-good’ on the CIP scale across the age groups. Staff who worked with children under the age of three generally scored higher on all CIP scales, apart from verbal communication, than staff who worked with children over the age of three. The study shows that children receive an average equal quality of interactions in kindergarten, regardless of age. The result can be interpreted to mean that the staff value positive and safe relationships with children higher than active stimulation of the children’s learning processes.

The study included 19 kindergarten employees, ten worked with children under the age of three and nine worked with children from three to five years old. The study involved participants from two different kindergartens. Video recordings were made of the staff, each of whom was filmed for eight to ten minutes while carrying out various daily activities (planned activities and free play). The Caregiver Interaction Profile analysis tool (CIP scale) was then used to assess the interaction staff had with the children.

Baustad, A. G. & Bjørnestad, E. (2020). «Everyday interactions between staff and children aged 1-5 in Norwegian ECEC». Early years.