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Hayley Preston-Smith
Doctoral Tutor (Education)


Throughout the course of my studies, from commencement to this very day, I have encountered the phrase 'quality interactions' contained in a vast amount of literature regarding early years education. Yet, I am currently unable to offer a conclusive explanation as to the definition of this phrase.

My research explores early years practitioners' conceptualisations of 'quality interactions' with children in early years settings. By interviewing and observing early years professionals within their practice, I attempt to deconstruct 'quality interactions' by analysing components of child-educator interactions, for example; Sustained Shared Thinking (Siraj-Blatchford et al, 2002), to determine whether there is a possibility that these interactions can be measured, or whether these experiences are simply subjective.