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Originalarbeit

Die Bedeutung situativer Charakteristiken und struktureller Rahmenbedingungen für die Qualität der unterstützenden Fachkraft-Kind-Interaktion in Kindertagesstätten

Published Online:June 27, 2019https://doi.org/10.1024/1010-0652/a000233

Abstract

Zusammenfassung. Die Bedeutsamkeit guter Qualität in Kindertagesstätten ist inzwischen hinreichend belegt. Die Fachkraft-Kind-Interaktion ist ein wichtiger Qualitätsindikator. Ziel dieser Studie ist es, mögliche Einflussfaktoren, die sich positiv auf die Interaktionsqualität auswirken, zu identifizieren. Der Fokus ist auf die situativen Charakteristiken sowie die strukturellen Rahmenbedingungen gerichtet, die sich nach Bronfenbrenners ökosozialer Theorie in unterschiedlicher Weise auf die Interaktion zwischen Fachkraft und Kind auswirken. Die Interaktionsqualität wurde in 119 Kita-Gruppen durch das Beobachtungsinstrument CLASS toddler erfasst. Zudem wurden die situativen Charakteristiken der Beobachtungszyklen festgehalten. Die strukturellen Rahmenbedingungen wurden mit einem Fragebogen erhoben. Anhand eines Mehrebenen-Strukturgleichungsmodells zeigt sich, dass bei den strukturellen Rahmenbedingungen nur die Qualitätszertifizierung in Zusammenhang mit der Interaktionsqualität steht. QualiKita-zertifizierte Einrichtungen zeigen die höchste emotionale und verhaltensbezogene Unterstützung. Bei den situativen Charakteristiken zeigen sich mehrere signifikante Zusammenhänge. Geführte Gruppenaktivitäten weisen mehr unterstützende Fachkraft-Kind-Interaktionen auf als andere Aktivitätssettings. Je mehr Kinder anwesend sind, desto schlechter fällt die Interaktionsqualität aus. Bessere Interaktionsqualität zeigt sich in Situationen mit präsenten Leitungspersonen. Diese Studie verdeutlicht die Wichtigkeit der Alltagsgestaltung als Ansatzpunkt für weitere Qualitätsentwicklungsmaßnahmen.


The Role of Situational Characteristics and Structural Indicators for Supportive Caregiver-Child-Interaction in Early Childcare

Abstract. The importance of quality in early childcare is well known. Supportive teacher-child-interactions have been shown to be the most relevant quality. Thus, the purpose of this study was to identify predictors of positive teacher-child-interactions. The focus was set on situational characteristics and structural features. According the ecosocial theorie of Bronfenbrenner both influence the teacher child interaction in different ways. We used CLASS toddler to measure supportive teacher-child-interactions in 119 early childcare groups. We also noted situational characteristics of the observed cycle. A questionnaire was used to collect information about the structural features. We employed a multilevel structural equation model, which showed that among structural features only the quality certification had a significant effect. QualiKita certified child care groups showed the highest emotional and behavioural support. Moreover, several situational characteristics are associated with the quality of teacher-child-interactions. Guided group activities show higher quality of supportive teacher-child-interactions than other settings. The more children are present, the lower the quality of teacher-child-interactions. In situations with leading persons present, the quality of supportive interactions is higher. Overall, this study reveals the importance of the everyday organisation as a starting point for future quality development.

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