How educators shape children’s behavior: an exploratory study about the transmission of pedagogical and relational models in the tandem situation

This study examined how early childhood educators and children contribute to the replication of behavioral models across successive interaction contexts. Three independent but sequential 15-minute field observations were conducted using the unstructured cooperative task, Tandem Situation: first, an educator worked in partnership with one child; second, this child worked with another child, replicating the first observation without the educator; and third, both children worked with two other children in a small-group interaction. Participants are 21 educators and 84 children. Using a mixed-methods design, participation, challenge, and relational behavior were coded into qualitative categories, while verbal behavior was coded by frequency of questions, directives, suggestions, teaching statements, and positive or negative comments. Evidence for model transfer was limited, although verbal behaviors showed substantial cross-partner stability. Overall, the findings suggest that educators sustained an active, structured, and positive role, whereas children’s participation was more variable and often less engaged, particularly in small groups.