"No, We're Not Turning the Page Yet". Responsive Behavior of Preschool Teachers in Dyadic Picture-Book Reading Sessions

Teacher-child interactions in nursery schools were analyzed based on the concept of sensitive responsiveness (Remsperger, 2011). Video recordings of 83 dyadic sessions of picture-book readings during the "allE-Project" were evaluated according to a three-stage rating process. The results indicate that 19.3% of preschool teachers show a low level of sensitive-responsive behavior during interaction with children. These findings provide initial evidence that the sensitive-responsive behavior of preschool teachers is not influenced by their educational background or by a child's age or language proficiency. This suggests a considerable demand for relevant further education and training.