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Die Interaktion zwischen pädagogischer Fachkraft und Kind ist eine zentrale Qualitätsdimension in der frühen Bildung. Ein Interaktionsformat wurde als besonders wirksam für weitere Bildungsverläufe identifiziert: sustained shared thinking (SST). SST ist eine Form kognitiver Kooperation. Es setzt aktive Partizipation der Interagierenden voraus und zielt auf gemeinsame gedankliche Problemlösungen, Begriffsklärungen und Bewertungen von Ereignissen. Ziel der Untersuchung ist es, mit Hilfe eines standardisierten experimentellen Settings Aufschluss über die Einflüsse von zentralen SST-Sprechhandlungen auf quantitativ-sprachliche und sprachlich-kognitive abhängige Variablen bei Kindern zu gewinnen. Dazu wurde das Dialogverhalten von Kindern im Alter von 2 bis 6 Jahren (N = 38) mit ihren Bezugserzieherinnen bei der Betrachtung von Bildkarten in 1:1-Situationen untersucht. Die Ergebnisse sprechen dafür, dass die Anwendung von SST-Sprechhandlungen einen positiven Einfluss auf das Sprachverhalten von Kindern hat und dass diese Effekte unabhängig vom sozioökonomischen Status und kognitiver Leistung (hier Arbeitsgedächtnis als Proxy für fluide kognitive Fähigkeiten) der Kinder auftreten.
Adult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults’ use of hypotheses (e.g., “Maybe this is a dwarf's door”) was tested against the use of instructive statements (“This is a dwarf's door”) and in combination with open questions (“What do you think, why is the door so small?”). In Experiment 1, hypotheses differed from instructions only by the modal marker “maybe”. Children's responses to hypotheses were longer and contained more self-generated explanations as compared to responses to instructions. The use of hypotheses also seemed to encourage children to attach more importance to their own explanations. In Experiment 2, combining hypotheses with open-ended why questions elicited longer responses but no more self-generated explanations in children than open-ended questions alone. Results indicate that subtle differences in adults’ utterances can directly influence children's reasoning and children's contributions to dialogues.
From Places to Moments
(2026)
Children’s participation in early childhood education and care (ECEC) is widely recognised as a right. Yet in everyday practice it is shaped by power relations, routines and the material-temporal organisation of settings. This article examines how children’s agency, the capacity to act, negotiate and influence within social and institutional contexts, is enacted, supported or constrained in daily interactions between educators and children. Drawing on ethnographic research in three German ECEC centres implementing the Kita-Beirat (ECEC Council), the study combines participant observation, group interviews and child-led methods inspired by the Mosaic Approach. The analysis shows how interaction quality emerges through three interrelated dimensions: power dynamics, relationships and space–time, which together shape children’s possibilities for agency. These are examined through an integrated theoretical framework that brings together relational agency, Foucauldian understandings of power and socio-material perspectives on space–time. The findings show that while formal participatory structures can open spaces for children’s influence, agency is primarily realised through high-quality, participatory interactions, marked by shared attention, reciprocity and the co-construction of meaning between children and educators. Supporting agency thus requires not only procedural mechanisms for participation but also relational and reflective pedagogies that make power visible, nurture children’s contributions and open dialogue as a shared practice. The article concludes by arguing for a view of participation as lived, negotiated and ethically grounded in the co-production of meaning and practice.
Die Welt verstehen
(2013)
Forscherwelt Blossin
(2013)