The quality of teacher-child interaction in 7 European countries

Recent research has drawn attention to the importance of interactions between adults and children in early childhood settings. A general positive emotional classroom climate with warm relationships between children, responsive and sensitive adults, and interactions characterized by high levels of verbal and cognitive stimulation, have been considered key aspects of adult–child interactions that positively contribute to child development (Howes et al., 2007; Lerkkanen et al., 2012; Mashburn et al., 2008). Systematic evidence, however, on levels of quality of teacher-child interactions that allows for understanding commonalities and differences across European countries is still very limited. In some countries (e.g., Poland), only a few studies have examined the levels of teacher-child interaction quality. In addition, available European studies vary in terms of measures used and overall procedures, making it hard to understand quality and its variations across settings and countries. In this study, using a common conceptual and methodological framework, we examine the quality of teacher-child interactions through a multiple case study. The main goal is to highlight core commonalities and culturally different key-elements of teacher-child interaction in European centers. The data was collected in 28 ECEC centers for 0-3 and 3-5-year-old children in 7 European countries
 (Germany, Finland, Italy, Netherlands, Poland, Portugal, UK), chosen to represent relevant variation in early childhood systems and cultural values. Centers were considered 
to constitute ‘best practices’, based on previous studies with standardized quality measures and according to expert opinion. For each center, four different types of activities (play, care routines, activities with academic content, and creative activities), that reflect children’s daily experiences in the classroom, were selected and videotaped. Video-recordings were centrally analyzed and scored by three certified researchers from three different countries using the same observational standard measure, the Classroom Assessment Scoring System (CLASS), Toddler and Pre-K versions. Observers rated the CLASS dimensions on three domains: emotional support, classroom organization and instructional or educational support. One video per center (n = 28, 25% of the videos) was double coded by two observers, to check the inter-rater reliability. In addition, the central team responsible for rating the videos had regular meetings to discuss ratings, and cultural issues. The results suggest adequate levels of quality on the three domains of teacher-child interactions. Findings also highlight important variations on the CLASS domains both within and across centers. The results will be discussed in terms of understanding classroom processes around Europe, in light of different European settings and variations in teacher’s role.