Page - 67 - in ElFo - Elementarpädagogische Forschungsbeiträge, Volume Jahrgang 3 / Heft 1 / 2021

Indicators of educator-child-interaction quality in early childhood education ElFo – Elementarpädagogische Forschungsbeiträge (2021), 3 (1), S. 61-76 67 Research instrument The data derived from the EIK study were used for the present analysis. The focus is on the educator-child interactions. These were measured using GrazIAS 0-3 (916 characteristics, ⍺ = .912). The evaluations were done by trained observers with an interrater reliability of about 95%. The evaluation procedure lasted between four and six hours. Initial results The research question dealt with here focuses on how the interaction quality is rated in terms of the individual aspects. As children need time to settle in and familiarize themselves with nursery routine, data from the first measurement period is not likely to be representative. Thus, the data reported here is from the second measurement period in February. It is as- sumed that by this point in time educator and child routines have become established for the entire group. Figure 3 provides an overview of the distribution of the values obtained per characteristic of the GrazIAS. For each aspect, the number of nurseries at each quality level is indicated. These vary between 1 (insufficient) and 7 (excellent). 16 The four aspects of the characteristic Supervising conflicts could only be assessed in individual cases, as conflicts were rarely observed. Therefore, these aspects were excluded from the analysis of internal consistency. Characteristics Distribution of interaction quality levels within the aspects BEING PRESENT EXPERIENCING RELATIONSHIPS INTRODUCING RULES AND ADHERING TO THEM SUPERVISING CONFLICTS * CONSIDERING INDIVIDUAL NEEDS SUPPORTING THE REGULATION OF EMOTIONS ENABLING PARTICIPATION OFFERING AND ALLOWING