Teachers’ interactions with children in micro-level transitions in Norwegian preschools

Abstract

In this paper, we aimed to examine what characterizes teachers’ interactions with children in micro-level transitions in Norwegian preschools. We used video and observed transitions at the micro level, such as between meal and sleeping time, and between playing and meals. The participants were 22 teachers from 22 classrooms in 17 preschools. We used a stepwise-deductive-inductive approach (SDI) in the analysis. Our results indicated that there were four dimensions in the teachers’ interactions with the children: 1) verbally directed toward the children, 2) bodily directed toward the children, 3) verbally directed toward the practical, and 4) bodily directed toward the practical. Based on different variations in these four dimensions, we found four dynamic characteristics: informing, facilitating, exploring, and affirmative. These characteristics appeared to be connected to organizational factors, such as the number of children and adults present.