Child-specific interaction quality at the first and last year of preschool and its relationship to preschool, child, and family characteristics – an empirical perspective using the inCLASS

Molina Ramireza Department of Early Childhood Education, University of Koblenz-Landau, Landau, GermanyCorrespondence[email protected]

https://orcid.org/0000-0003-0271-7032 View further author information

Anja Linbergb Department of Social Monitoring and Methodology, German Youth Institute (DJI), Munich, Germany

https://orcid.org/0000-0002-1838-5311 View further author information

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Wilfried Smidt & Eva-Maria Embacher. (2023) The importance of structural characteristics for interaction quality in Austrian preschools. European Early Childhood Education Research Journal 31:5, pages 752-771.
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Eva-Maria Embacher & Wilfried Smidt. (2023) Associations between teachers’ professional competencies and the quality of interactions and relationships in preschool: findings from Austria. Frontiers in Psychology 14.
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Julie Lachapelle, Maude Roy-Vallières, Nathalie Bigras, Lise Lemay & Caroline Bouchard. (2023) Factorial structure of the inCLASS: validation study in Quebec early childcare centers. SN Social Sciences 3:8.
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Jennifer Couttet, Caroline Bouchard & Michèle Leboeuf. (2023) « Un bouillon pour le yéti ! » : portrait de l’engagement d’enfants de 3 à 5 ans fréquentant des CPE oeuvrant en éducation par la nature. Revue internationale de communication et socialisation 10:2, pages 280.
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Seung-Hee Claire Son, Alison E. Baroody & Margaret Osgood Opatz. (2023) Measuring preschool children's engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale. Early Childhood Research Quarterly 64, pages 47-60.
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Child-specific interaction quality at the first and last year of preschool and its relationship to preschool, child, and family characteristics – an empirical perspective using the inCLASS

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Child-specific interaction quality at the first and last year of preschool and its relationship to preschool, child, and family characteristics – an empirical perspective using the inCLASS

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