Purpose
The study investigates what characterises kindergarten teachers’ interactions with children in micro-level transitions (micro-level transitions are periods where children are expected to end their current activity and move their attention to another activity at the kindergarten teacher’s request) in Norwegian kindergartens.
Result
The results indicated that there were four dimensions in kindergarten teachers’ interactions with children: 1) verbally directed towards the children, 2) physically directed towards the children, 3) verbally directed towards the practical and 4) physically directed towards the practical. Based on different variations in these four dimensions, the researchers found four dynamic characteristics: inform, facilitate, explore and confirm. These characteristics appeared to be related to organisational factors, such as the number of children and adults present.
Design
The researchers used observation of video recording where they focused on micro-level transitions, such as between mealtime and sleep time and between play and mealtime. The participants were 22 kindergarten teachers (21 women, one man) from 22 departments in 17 kindergartens in Western Norway. Data collection was conducted in May and June 2018. The researchers used a stepwise-deductive inductive approach (SDI) in the analysis.
References
Pedersen, L., Bakken, A. R. B., Johannessen, K., & Bøyum, S. (2023). Teachers’ interactions with children in micro-level transitions in Norwegian preschools. European Early Childhood Education Research Journal, 32(2), 236–247.
Online year: 2023
Issue year: 2024
Review year: 2023