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This study aims to scrutinize the development of interaction between small groups of children and their early educators, and the early educator's skill to apply the principles of interactive reading in each group.During the Let's read and discuss intervention, the early educators were guided by education, counselling, and reading instructions to interactive reading which has been shown to be related to children's language development.Three reading sessions were videotaped in six small groups.The video analysis focused on the story-related and not story-related interaction, the initiatives of the children and the early educators, and the interaction promoting the children's participation as well as their language and reasoning development.According to the results, the interaction was mainly story-related and based more often on the children's than on the early educators' initiatives.All of the reading sessions promoted language skills, while the early educators' developmental profiles varied in supporting participation and reasoning.The interactive reading practices according to the Let's read and discuss intervention are recommended in order to strengthen early educators' support to the transversal competences of the national core curriculum for early childhood education and care.
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Toimitus (2024) studied this question.
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