Seite - 64 - in ElFo - Elementarpädagogische Forschungsbeiträge, Band Jahrgang 3 / Heft 1 / 2021

Indicators of educator-child-interaction quality in early childhood education ElFo – Elementarpädagogische Forschungsbeiträge (2021), 3 (1), S. 61-76 64 meetings, information from relevant work materials, and established evaluation instruments in order to support a process of reflection. All this serves to act as an extension to the tradi- tional planning cycle (Eichen et al., 2014, Jank & Meyer, 2020). Figure 1: Extended didactic cycle of interaction that supports children's development (“Erweiterter didaktischer Kreislauf der entwicklungsförderlichen Interaktion” - Did-EI) We present in this paper a didactic model (see Figure 1) for the early childhood education sector that represents the cooperation of these fundamental components of action compe- tency and connects them with the implementation of pedagogical everyday life. This clarifies starting points for optimizing practical work in day-care centres. The implementation and con- nection of the model components constitute the basis for establishing a quality of interaction that is conducive to development. This is the basis for good teaching-learning processes and child well-being (Remsperger, 2013; Wadepohl & Mackowiak, 2016; von Suchodoletz, Fäsche, Gunzenhauser & Hamre, 2014). The benefits of such didactical preparation are then experi- enced by the children on a daily basis and are also measurable on a scientific basis. Markers of a high quality of interaction or good pedagogical practice and thus of implementation (see point 1 in Figure 1) including short-term-control in daily pedagogical routine (see point 2 in Figure 1) were presented’ in eleven characteristics. These have been described in scientific texts, illustrated with videotaped examples, and published as an open educational resource for the professional community (Walter-Laager, Pölzl-Stefanec, Gimplinger & Mittischek 2018). Figure 2 shows the ten measurable characteristics of good interaction quality and practice. The eleventh characteristic, interpreting signals, has been omitted as it is an internal process and cannot be measured directly. It is something that can only be observed though other