In-service professional development to enhance interaction – staffs’ reflections, experiences and skills

The aim of the study is to investigate how employees in Norwegian kindergartens experience skills development initiatives that aim to improve the interaction between employees and children. The research questions are: 1) How do employees perceive and experience the skills development initiative? 2) How does the skills development initiative affect employee interaction with children?

The skills development initiative led to several positive changes: Employees reported increased awareness regarding the quality of interaction and improved verbal communication with the children. They felt more confident and autonomous in their roles. The feedback on the video recordings was seen as particularly valuable as it provided new perspectives on their own practice. Despite these positive results, the study showed that the changes in more complex interaction skills, such as promoting collaboration between children, were limited. Verbal communication showed the most significant improvement, suggesting that targeted training can effectively strengthen specific interaction skills in a short period of time.

The study used a combination of individual interviews and video observations to gain a deeper understanding of the interaction between the staff and children in kindergarten. Employees were filmed interacting with the children, and these videos were later used in reflective group sessions where participants received feedback. After these sessions, employees reflected on their experiences and what they had learned. The qualitative data were analysed thematically focusing on employee reflections, while the video observations were assessed using the CIP Framework (Caregiver Interaction Profile).

Baustad, A. G., & Bjørnestad, E. (2023). In-service professional development to enhance interaction – staffs’ reflections, experiences and skills. European Early Childhood Education Research Journal, 31(6), 1001–1015.