The influence of formal education, years of service and team meetings on the quality of interaction in Austrian centre-based settings for children under 3 years

Previous studies have reviewed positive correlations between the formal education levels of educators in Early Childhood Education and Care (ECEC) centres and the quality of interactions, but the findings have not been consistent (Early et al., 2007; Manning et al., 2017). Moreover, informal learning processes seem to be important too (Pianta et al., 2016). The present paper addresses this and explores how education levels of ECEC staff, years of service, and the frequency of team meetings relate to the quality of interactions in Austrian centre-based settings for children under 3 years. The interaction quality was measured among early childhood educators and assistants (N = 116) using the Graz Scale of Interaction Quality for Children between 0 and 3 years (GrazIAS 0-3) (Walter-Laager, Flöter et al., 2019). The results of multiple regression models indicate that the frequency of team meetings strongly positively correlates with both the subscales of interaction quality, 'ensure relationships and wellbeing' and 'support learning'. Further, the level of education of the ECEC staff and their years of service positively correlate with the subscale 'support learning' with low-to-medium effect sizes. The findings also suggest that team meetings might be important for increasing the quality of interactions at ECEC centres.Previous studies have reviewed positive correlations between the formal education levels of educators in Early Childhood Education and Care (ECEC) centres and the quality of interactions, but the findings have not been consistent (Early et al., 2007; Manning et al., 2017). Moreover, informal learning processes seem to be important too (Pianta et al., 2016). The present paper addresses this and explores how education levels of ECEC staff, years of service, and the frequency of team meetings relate to the quality of interactions in Austrian centre-based settings for children under 3 years. The interaction quality was measured among early childhood educators and assistants (N = 116) using the Graz Scale of Interaction Quality for Children between 0 and 3 years (GrazIAS 0-3) (Walter-Laager, Flöter et al., 2019). The results of multiple regression models indicate that the frequency of team meetings strongly positively correlates with both the subscales of interaction quality, 'ensure relationships and wellbeing' and 'support learning'. Further, the level of education of the ECEC staff and their years of service positively correlate with the subscale 'support learning' with low-to-medium effect sizes. The findings also suggest that team meetings might be important for increasing the quality of interactions at ECEC centres

Inhalte im Fokus – Mathematische Strategien entwickeln : Tagungsband des AK Grundschule in der GDM 2018

Dieser Tagungsband dokumentiert die Ergebnisse der Jahrestagung des Arbeitskreises Grundschule in der Gesellschaft für Didaktik der Mathematik (GDM), die in diesem Jahr wieder in Bad Salzdetfurth stattfand. Vom 09. bis 11. November 2018 widmete sich der Arbeitskreis dem Thema „Inhalte im Fokus – Mathematische Strategien entwickeln“. Mathematische Bildung in der Grundschule ist eine herausfordernde und langfristige Aufgabe für die Unterrichtspraxis sowie die mathematikdidaktische Forschungs- und Entwicklungsarbeit. Mit Fokus auf die mathematischen Inhaltsbereiche wurde der Themenkomplex ‚Strategien‘ im Rahmen von vier Hauptvorträgen aus verschiedenen Perspektiven beleuchtet und im Plenum diskutiert. Zusätzlich setzten sich acht Arbeitsgruppen mit den Themenfeldern ‚Arithmetik‘, ‚Geometrie‘, ‚Sachrechnen‘, ‚Daten, Häufigkeit und Wahrscheinlichkeit‘, ‚Lehrerfortbildung‘, ‚Kommunikation und Kooperation‘, ‚Lernen, Lehren und Forschen mit digitalen Medien‘ sowie ‚vorschulische Bildung‘ intensiv mit aktuellen Forschungs-und Praxisfragen auseinander. Zentrale Ergebnisse dieser Arbeitsgruppen sind in diesem Band ebenfalls dokumentiert.The Proceedings of the 2018 Conference of the Research Group on Primary Mathematics Education (Arbeitskreis Grundschule in der GDM) focus on mathematical content and the development of mathematical strategies in mathematics education in primary school. Four invited talks addressed the main theme in plenum. Additionally, workings groups on the research areas arithmetic, geometry, modelling, data & probability, as well as groups on teacher education, ICT, and last not least early mathematics education offered discussions on current research issues

Gut vorbereitet in den Kindergarten: Kita-integrierte Deutschförderung

Beitrag präsentiert an der Jahrestagung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB), 20.-22. September 2017, Feldkirc

Interesse + Engagement = Lernzuwachs? Eine quantitativ-empirische Untersuchung zum Umgang von Kleinkindern mit einer Sprachlern-App

Touch-Screen-Medien sind inzwischen zu einem fast unentbehrlichen Teil unseres Alltags geworden und halten zunehmend Einzug in die Lebenswelt von Kleinkindern (Feil 2014; Thole/Stuckert 2014; Aufenanger 2013; mpfs 2012). Inzwischen werden Lern-Apps zu verschiedenen Themen für diese Altersgruppe angeboten. Es fehlt derzeit jedoch noch an empirischen Belegen zu kurz- und langfristigen Effekten der Nutzung solcher Apps auf die kindliche Entwicklung (Judge et al. 2015; Kirkorian/Pempek 2013; Aufenanger 2013)

GrazIAS – Graz Scale of Interaction Quality in ECEC – Determining and enhancing high quality in early childhood education and care. Measuring tool for the quality of interaction in daycare centers (SUF Edition)

Full edition for scientific use. At the Department for Early Childhood Education of the University of Graz a standardized instrument for assessing the quality of interaction between educational professionals and children in crèches and kindergartens has been developed on the basis of the latest scientific findings. With the help of the Graz Scale of Interaction Quality for children in the first six years (GrazIAS 0-6), the performance of interactions between each individual professional and the children can be measured. The content of the instrument has been validated by experts from science and practice (Walter-Laager et al., 2020). In the GrazIAS, aspects of age-appropriate interaction quality that promotes development are described in detail. These form the basis for good teaching and learning processes and the well-being of the children. These aspects are evaluated by means of non-participant observations by trained assessors on the basis of defined indicators. The data on interaction quality is collected centrally. The resulting dataset is continuously expanded with each new study. The dataset is composed of various studies since 2020 and includes data from kindergartens, crèches and daycare centers from different countries. With the regular use of the survey instrument the dataset is continuously being expanded with further studies

Frühe Förderung ist wirksam

Kinder aus sozial benachteiligten Familien profitieren von qualitativ guter früher Förderung. Ein neuer Leitfaden unterstützt öffentliche und private Trägerschaften und Einrichtungen bei der Konzipierung, beim Aufbau, bei der Weiterentwicklung und bei der Evaluation entsprechender Angebote

Effects of Touchscreen Media Use on Toddlers’ Sleep: Insights from Longtime ECG Monitoring

Wearable biomedical sensor technology enables reliable monitoring of physiological data, even in very young children. The purpose of the present study was to develop algorithms for gaining valid physiological indicators of sleep quality in toddlers, using data from an undisturbing and easy-to-use wearable device. The study further reports the application of this technique to the investigation of potential impacts of early touchscreen media use. Toddlers’ touchscreen media use is of strong interest for parents, educators, and researchers. Mostly, negative effects of media use are assumed, among them, disturbances of sleep and impairments of learning and development. In 55 toddlers (32 girls, 23 boys; 27.4 ± 4.9 months; range: 16–37 months), ECG monitoring was conducted for a period of 30 (±3) h. Parents were asked about their children’s touchscreen media use and they rated their children’s sleep quality. The use of touchscreen media predicted the physiologically determined quality of sleep but not parent-reported sleep quality (such as sleep onset latency). Greater heart rate differences between restless sleep phases and restful sleep indicated poorer nighttime recovery in children with more frequent use of touchscreen media. The study demonstrates that the expert analysis of the ECG during sleep is a potent tool for the estimation of sleep quality in toddlers