Evaluating the quality of interactions in modern Kindergarten

Education has been a cornerstone for the progress and development of societies for centuries. It plays a catalytic role in shaping the critical thinking and personality of the individuals, as it provides them with knowledge, values ​​and experiences. Education is not limited to the school environment, but extends to all age phases of man, offering him a variety of opportunities for improvement and development. The aim of modern pedagogy is to offer quality education to new generations, in order to create the appropriate conditions for the well-being of citizens. An important weapon for quality education is the curricula that are applied at all levels and have been developed with the main purpose of the holistic development of the individual. In their content, special emphasis is given to the quality of interactions at school, as they promote the social, emotional and moral cultivation of students. The purpose of this research is to investigate the views of General and Special Education Kindergarten teachers on the implementation of curricula in teaching and its effects on the quality of interactions between students, teachers and parents. The quantitative research involved 1204 Kindergarten teachers from all over Greece, who were invited to express their views through a questionnaire. The results showed that the interactions that take place in Kindergarten are generally positive. In addition, it emerged that the years of teaching experience of the teachers affect the quality of interactions between peers, the position of service affects the way in which members of the educational staff interact and finally the geographical area where the school unit belongs seems to be related to the quality of interactions between teachers and the parents of the students.