Measuring interaction quality between parents and professionals and its relation to preschool characteristics

Hummel, Theresia Gabriele; Cohen, Franziska; Gessulat, Juliane; Anders, Yvonne

doi:10.1016/j.ijedro.2022.100195

Cited by 4 publications

(4 citation statements)

References 41 publications

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“…This is supported by the fact that we found positive within and between effects of daily talks on both staff-parent and child-child interactions, which is in line with Grgic et al (2022) , as well as the positive effect of child development talks on staff-parent interactions. Overall, the positive effects of communication on the perceived quality of parental cooperation, both in the cross-section and over time, is consistent with existing findings (Hummel et al, 2022) and emphasises the importance of regular cooperation with parents, especially in times of great uncertainty like the pandemic, when parents reported a higher stress level (Kuger et al, 2022). In addition, there was evidence that problems in dealing with parents, e.g.…”

Section: Discussionsupporting

confidence: 86%

“…staff hold the posture towards parents). Detailed analyses show that a good staff-child-ratio, staff's qualification and working with group structures are positively associated with the staff-parent interaction quality (Hummel et al, 2022).…”

Section: Staff-parent Interactions As Important Condition For a Good ...mentioning

confidence: 98%

“…In general, few studies specifically examine the quality of staff-parent interactions, which is also due to the lack of of appropriate measurement tools. In their current analysis, Hummel et al (2022) focus on the staff-parent interactions in the daily drop-off situation. Based on a new observation tool they confirmed a 3-factor structure of interaction quality in staff-parent interactions, consisting of the sub-scales "willingness to communicate and interact", "communication strategies" and "sub-scale farewell".…”

Section: Staff-parent Interactions As Important Condition For a Good ...mentioning

confidence: 99%

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Published in Early Childhood Education Journal, https://link.springer.com/article/10.1007/s10643-023-01536-1: Interaction quality among children, staff and parents in German ECEC centres in the COVID-19 pandemic - Results from a longitudinal study

Neuberger¹,

Grgic²,

Fackler³

2022

Preprint

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Early Education and Care (ECEC) centres had implemented a variety of protective and hygiene measures during the COVID-19 pandemic. Some of these measures temporarily restricted the behaviour of pedagogical staff, children and parents, for example keeping distance from each other or wearing face masks. This may have made it difficult for staff to offer high quality interactions with a positive, sensitive attitude towards children and parents, as would be important for good pedagogical work. Long-term effects of these distance measures on the quality of daily interactions in ECEC centres are largely unexplored. Based on a panel survey among German ECEC centre leaders over a period of one and a half years, we provide a long-term assessment of the impact of specific protective measures on different levels of interactions within ECEC centres, namely on staff-child interactions, interactions of children with each other and the cooperation between staff and parents. We found child-child interaction largely unaffected by the measures, while staff-parent interaction suffered the most. Communication with parents and regular implementation of pedagogical practices have a stabilizing effect, while keeping distance from children, face masks and (pandemic-related) staff shortages worsen staff-child interactions.

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Section: Discussionsupporting

confidence: 86%

Section: Staff-parent Interactions As Important Condition For a Good ...mentioning

confidence: 98%

Section: Staff-parent Interactions As Important Condition For a Good ...mentioning

confidence: 99%

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Published in Early Childhood Education Journal, https://link.springer.com/article/10.1007/s10643-023-01536-1: Interaction quality among children, staff and parents in German ECEC centres in the COVID-19 pandemic - Results from a longitudinal study

Neuberger¹,

Grgic²,

Fackler³

2022

Preprint

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“…B. für die Qualität der Kommunikation zwischen Fachkräften und Eltern in Tür-und Angelgesprächen (Friederich 2011). Ausgehend von Kriterien aus der Kommunikationsforschung lassen sich beispielsweise die Zugänglichkeit der Fachkraft sowie aktives Zuhören als Qualitätskriterien für Tür-und Angelgespräche definieren (Hummel et al 2022). Die Entwicklung und empirische Überprüfung solcher Qualitätsmerkmale für andere Angebote der Elternzusammenarbeit stehen noch aus.…”

Section: Globale Und Domänenspezifische Qualitätunclassified

Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-Modells

Anders,

Oppermann

2024

Z Erziehungswiss

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ZusammenfassungHohe pädagogische Qualität in Kindertageseinrichtungen ist ausschlaggebend für die kindliche Entwicklung. Ausgehend von dieser Bedeutsamkeit hat sich in den letzten Jahrzehnten eine umfangreiche nationale sowie internationale Forschungsliteratur zu Voraussetzungen, Struktur, Weiterentwicklung und Auswirkungen der frühpädagogischen Qualität entwickelt. Diese unterschiedlichen Forschungsstränge, theoretischen Annahmen und Forschungsbefunde wurden jedoch nicht in einem einheitlichen theoretischen Modell integriert. Dies hat zur Folge, dass für viele Forschungsfragen unterschiedliche Modelle herangezogen werden müssen. Im Mittelpunkt des vorliegenden Beitrags steht daher eine theoretische Auseinandersetzung mit den Annahmen zu Dimensionen und Beschreibungen der frühpädagogischen Qualität sowie ein Überblick des empirischen Forschungstandes. Den Ausgangspunkt bildet dabei das international wie auch in Deutschland bewährte strukturell-prozessuale Modell frühpädagogischer Qualität (Roux und Tietze 2007). Auf Basis des Forschungsstands werden blinde Flecken in diesem Modell identifiziert, durch andere theoretische Modelle angereichert und eigenständig erweitert. Die Diskussion mündet in einen Vorschlag eines integrierten Modells frühpädagogischer Qualität.

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Interaction Quality Among Children, Staff and Parents in German ECEC Centres in the COVID-19 Pandemic

Neuberger

Grgic

Fackler

2023

Early Childhood Educ J

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During the COVID-19 pandemic, early childhood education and care (ECEC) centres implemented various protective and hygiene measures. Some of these, such as maintaining distance or wearing face masks, temporarily restricted interactions between pedagogical staff, children, and parents. This may have made it difficult for staff to provide high-quality interactions with positive and sensitive attitudes towards children and parents. The long-term effects of these distancing measures on the quality of daily interactions in ECEC centres have been largely unexplored. Based on a panel survey of German ECEC centre leaders conducted over a period of one and a half years, we used random-effect-within-between models to provide a long-term assessment of the effects of specific protective measures on different levels of interactions within ECEC centres. These levels include staff-child interactions, interactions between children, and cooperation between staff and parents. Our findings indicate that child-child interactions were largely unaffected by the measures, while staff-parent interactions suffered the most. Communication with parents and regular implementation of pedagogical practices had a stabilizing effect, while keeping distance from children, wearing face masks, and (pandemic-related) staff shortages worsened staff-child interactions. Additionally, our findings revealed that adopting a stricter group concept was associated with improved staff-child interactions. Centers that had previously used an open group concept reported lower quality interactions during the pandemic. This study provides valuable insights into the effects of protective measures on daily interactions in ECEC centres, highlighting the importance of considering both short-term and long-term effects when implementing protective measures.

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Measuring interaction quality between parents and professionals and its relation to preschool characteristics

Cited by 4 publications

References 41 publications

Published in Early Childhood Education Journal, https://link.springer.com/article/10.1007/s10643-023-01536-1: Interaction quality among children, staff and parents in German ECEC centres in the COVID-19 pandemic - Results from a longitudinal study

Published in Early Childhood Education Journal, https://link.springer.com/article/10.1007/s10643-023-01536-1: Interaction quality among children, staff and parents in German ECEC centres in the COVID-19 pandemic - Results from a longitudinal study

Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-Modells

Interaction Quality Among Children, Staff and Parents in German ECEC Centres in the COVID-19 Pandemic

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