Table 2.
The definition of toddler–teacher interaction.
| Subscales | Content | ||
|---|---|---|---|
| Motivation | Physical/physiological | Interaction attempted by the teacher in response to the toddler’s instinctive needs | |
| Emotional | Interaction that toddlers attempt to feel psychological stability from the teacher | ||
| Conflict mediation | Interaction attempted to elicit teacher intervention when toddlers have peer conflicts | ||
| Play participation | Interaction that toddlers try to interact with the teacher for play | ||
| Type | Verbal | Voice initiation | Imitate the teacher’s utterance |
| Naming | Refer to objects or places such as toys and books | ||
| Response | Respond verbally to the teacher’s questions | ||
| Question | Ask questions to the teacher to induce the teacher’s verbal response | ||
| Request | Asks the teacher for his/her needs or requirements | ||
| In or out of contextual conversation | Talk to the teacher about own thoughts, experiences, situations or related stories | ||
| Behavioral | Attention | Focus attention on the teacher’s words for at least 5 s. | |
| Behavior imitation | Imitate the teacher’s behavior | ||
| Acting on demand | Act according to what the teacher asked a toddler to say. | ||
| Pointing to | Point to objects or places such as toys or books. | ||
| Nodding at | Nod head in a positive response to the teacher’s words | ||
| Body contact | Make physical contact with the teacher. | ||
| Laughing/smiling | Smile as a positive response to the teacher. | ||