Page - 68 - 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 68 Figure 3: Overview of the distribution of values achieved per aspect of the GrazIAS The highest quality of interaction First of all, it can be stated that the highest aspects are aspects of structural characteristics or basic conditions (such as the material, the variety of exploration possibilities, the spaces avail- able or a good order in which the children can find their way independently, etc.). These will now be analyzed. The characteristic for which the most nurseries achieved an excellent level of quality is Intro- ducing rules and adhering to them. This is for the aspect Number/System (MED = 7.00, SD = 2.24). 19 of the 29 nursery groups achieved the highest quality level and four achieved good quality. This indicates that the children in such nurseries are provided with a sufficient number of rules for orientation, and that the educators themselves also follow such rules and situa- tionally reflect them. In addition, values of 'good' or above were achieved by 19 nurseries with respect to the aspect Arriving (MED = 5.00, SD = 1.50). Here, children are allowed to arrive and settle in at their own pace. In 17 of the nurseries good values were obtained in the aspect Rooms/Areas (MED = 5.00, SD = 1.62). This indicates that sufficient space was available for the CONFLICTS * CONSIDERING INDIVIDUAL NEEDS SUPPORTING THE REGULATION OF EMOTIONS ENABLING PARTICIPATION OFFERING AND ALLOWING SENSORY EXPERIENCES PROVIDING STIMULI (verbal/nonverbal) COMMUNICATING IN A STIMULATING N = 29 * The characteristic supervising conflicts was switched off situatively if no conflict occurred during the observation. The output then only shows the theoretical input, but no individually achieved values. * The characteristic Supervising conflicts was not observed in all nurs ries.