Analyzing of Educator-Child-Interaction in Austrian Early Childhood Education: Insights from a Meta-Study

Abstract Educational quality in early childhood education and care (ECEC) is a complex topic that can be analysed from a wide variety of perspectives. Generally, educational quality in early childhood is conceptualized with reference to children’s developmental needs during the first six years of life, but it is assessed through structural and process quality indicators that are theoretically linked to supporting these needs. Internationally, research has focused on interaction quality in ECEC, especially in Anglo-American contexts. High-quality interactions between children and pedagogical professionals are widely recognised as a key component of ECEC, with a substantial impact on children’s development and well-being. Despite this, empirical research on interaction quality in Austrian ECEC settings remains scarce. The study reported in this paper aimed to address this gap by presenting and discussing findings from a meta-study based on interaction quality assessments in Austrian kindergartens and crèches. The dataset comprises 234 observations conducted between 2019 and 2021 using the Graz Interaction Scale (GrazIAS), an instrument specifically designed to assess interaction quality. Rather than being measured directly against developmental outcomes, educational quality is examined in terms of how well interactions support children’s emotional, social, and cognitive development. The findings offer insights into current practice and reveal areas in need of targeted quality development.