A Nordic Dual Approach for Professional Development and Assessment of Adult–Child Interactions in Science-Pedagogical Play and Learning Environments

The question of how ECEC teachers can position themselves to support children’s
science learning remains debated. Research shows that many teachers struggle to
balance context-sensitive interactions around nature, science, emergent math, and
sustainability. This article reports on a dual approach to professional development and
assessment of ECEC teachers’ science-pedagogical interaction practices using the
video-based Early Childhood Science Practice Observational Tool (EC-SPOT). A
mixed-methods, design-based study took place in collaboration with 20 ECEC teachers,
over a 16-week period across 10 Danish ECEC settings and included 84 children.
Specifically, the study explored meaningful use of a qualitative video-feedback method
for ECEC teachers’ science-pedagogical interaction practices. At the same time, the
culturally adapted EC-SPOT tool was applied for quantitative assessment and
demonstrated excellent inter-rater agreement. Quantitative and qualitative evaluation
showed that teachers found the video-feedback method meaningful and insightful.
Specifically, teachers expressed that the method created a safe space for sharing
professional uncertainty and pedagogical intentions, increased their awareness of
children’s participation and helped them refine their adult–child interactions and
positionings. Overall, the Nordic EC-SPOT dual approach shows promising
professional development potential.