The contribution of different patterns of teachers’ interactions to young children’s experiences of democratic values during play

The purpose of this study is to examine the correlation between interaction patterns and democratic practice in play situations at preschool. The study investigates interaction between children and practitioners in light of a democratic practice, i.e. a practice in which the individual child is viewed as part of a community.

The author identifies two types of interaction: dyadic interaction and group interaction. In dyadic interaction, communication is primarily between the practitioner and the individual child, whereas communication in a group interaction is between the practitioner and a group of children. The author finds three sub-categories within each of the two types of interaction. Within dyadic interaction, the author finds: (1) dyadic interaction in a one-to-one situation, (2) dyadic interaction with parallel interaction processes, and (3) dyadic interaction with a common theme. Within group interaction, the author finds: (1) group-interaction with a practitioner on the sideline, (2) group interaction with a practitioner as a playleader, and (3) group interaction with a practitioner as a playmate.

The results show that dyadic interactions and group interactions provide the children with various opportunities for experiencing a sense of belonging and community. Where dyadic interaction primarily enables the children to develop a sense of belonging and a sense of community with a practitioner, group interaction enables them to develop a sense of belonging and community in the group. The author concludes that group interaction compared with dyadic interaction provides the children with a greater opportunity to experience democratic values. In a group interaction, the practitioner can relate to the child as an individual as well as an important member of a group, and a group interaction is more likely to provide children with the opportunity to develop a sense of belonging and community in the group than with dyadic interaction.

Data consists of 98 hours of video recordings in seven preschools. The video recordings were carried out by other researchers than the author. The analysis was carried out by the author, and is based on 37 video observations of play situations with children aged 18 months to 3 years. In this context, play situations mean informal play which arises spontaneously between children in the preschool. Each video clip lasted between four and 22 minutes. The analysis consists of three steps: (1) identifying the communication between children and practitioners, (2) examining the opportunities interaction provides for the children to experience different key democratic values, such as belonging and community, and (3) whether focus is on the child as an individual, or on children as part of a community.

Zachrisen, B. (2016). The contribution of different patterns of teachers’ interactions to young children’s experiences of democratic values during play. International Journal of Early Childhood 48, 179–192.