From: The relationship between structural factors and interaction quality in Norwegian ECEC for toddlers
F | p | ||
---|---|---|---|
Items Interaction | |||
Organisation form | Supervision of play and learning | 8.79 | .003 |
Peer interaction | 9.79 | .002 | |
Staff–child interaction | 25.42 | .000 | |
Discipline | 15.52 | .000 | |
Staff–child ratio | Supervision of play and learning | 6.91 | .009 |
Peer interaction | 10.59 | .001 | |
Staff–child interaction | 5.08 | .025 | |
Discipline | 7.23 | .008 | |
Items Listening and talking | |||
Organisation form | Helping children understand language | 14.29 | .000 |
Helping children use language | 24.97 | .000 | |
Using books | 16.16 | .000 | |
Staff–child ratio | Helping children understand language | 6.93 | .009 |
Helping children use language | 3.48 | .064 | |
Using books | 0.47 | .496 | |
Items Program structure | |||
Organisation form | Schedule | 18.35 | .000 |
Free play | 18.12 | .000 | |
Group play activities | 5.44 | .022 | |
Staff–child ratio | Schedule | 2.72 | .101 |
Free play | 0.02 | .891 | |
Group play activities | 1.67 | .198 |