Exploring the link between activity types and educator-child interaction quality in French toddler classrooms

This study investigated the quality of educator-child interactions in French toddler classrooms and examined whether interaction quality varied across activity types. Observations were conducted in 40 classrooms using the CLASS-Toddler, which assesses interactions across two domains: Emotional and Behavioral Support (EBS) and Engaged Support for Learning (ESL) (La Paro, K. M., B. K. Hamre, and R. C. Pianta. 2012. Classroom Assessment Scoring System (CLASS) Manual, Toddler. Baltimore, MD: Paul H. Brookes). Four activity types were observed: book reading, early academic activities, free play and mealtimes. Research Findings: Overall, EBS was rated higher (M = 4.57, SD = 0.73) than ESL (M = 2.31, SD = 0.44), indicating limited opportunities for learning-oriented support. Activity type was related to differences in both domains, but effects were selective: ESL was higher during book reading than during free play and EBS was lower during mealtimes than during book reading; mealtimes and early academic activities did not differ significantly from free play. Observed child-to-educator ratio and group size were not significantly associated with either domain. Practice or Policy: Findings underscore the need to strengthen educator preparation and ongoing training, especially in language- and learning-supportive interactions. Book reading may serve as a practical entry point for modeling language-rich strategies across the day.