This book provides new insights into how interactions in early childhood education are being
studied and into what these studies' findings mean for improving the quality of early
childhood education. The editors examine the methods ethics practices and questions arising
from such close work with children families and educators and have brought together a
collection that highlights interactions research and practical implications for early childhood
education and research with the ultimate aim of shaping quality practices.Starting with an
overview of interaction research and its pedagogical value in early childhood education the
book subsequently introduces new interaction studies in early childhood from Europe and
Australasia. Drawing from a range of perspectives and using different conceptual and
methodological tools the contributors use their interactions research to comment collectively
on process quality in early childhood education and its relationship to the phenomenon of
pedagogical interactions. The work as a whole bridges the gap between practice and research by
addressing quality interactions for early learning (for practitioners) and providing
researchers valuable information on methods for studying interactions within the everyday
contexts of early childhood education.
