ABSTRACT
This book presents current international research on the characteristics, predictivity, dependency and methodological issues of teacher–child interactions in Early Childhood Education and Care (ECEC) classrooms. It brings international studies from interdisciplinary backgrounds together and present the current results in early teacher–child interaction research. Concretely, the considered studies were conducted in Australia, Austria, Finland, Germany, Greece and Portugal to enrich the scientific discourse and provide fruitful implications for policy and practice. The first part of the book refers to methodological issues and investigates how the quality of teacher–child interactions can be measured. The second part of the book deals with the relations between the individual and contextual aspects and (the quality of) teacher–child interactions/preschool quality. The third part of the book deals with research focusing on the relation between teacher–child interaction/preschool quality indicators and children’s developmental outcomes.
