The intention of this study was to depict and construct the meaning of teacher-pupil interactions in a preliminary grade classroom in Georgian school. By trying to understand the most significant phenomenon for child’s social-emotional and cognitive development, the emphasis were made only on positive interaction sequences founded on a resource-based communication and mediation approach, developed by Norwegian scholars Henning Rye and Karsten Hundeide. The particularity of the study was to get an in-depth picture of teacher’s distinct way of interacting with individual child in class, specifically with pupil with high academic achievements, with low academic achievements, and with special educational needs. Qualitative research paradigm with case study tradition was chosen as an approach for better interpreting and understanding the phenomenon of the interest. Observing every interaction of teacher-pupil dyads by taking field notes was the only method used in the present study for data collection.
The findings affirmed that the eight themes for quality interaction is universal, and naturally embedded in caregiver-child communication – teacher showed love and care to all three pupils, tried to create a mediated learning environment for them, and helped children to regulate their behaviors. Also, the data revealed that teacher used differentiated approach when interacting with individual child in terms of practicing the eight guidelines. Teacher tried to use resources of the pupil with high academic achievements as a tool for other classmates in mediating knowledge to them, and gave her freedom to plan the activities and determine the topics. With pupil with low academic achievements teacher mostly tried to foster his contribution to the interaction, and to elaborate and expand his understanding about different topics. The interaction between teacher and pupil with special educational needs was characterized with more encouraging the use of his inner speech, reflection on his behaviors, and structuring his surroundings.
These results may hopefully inspire the readers of the thesis to think about their roles as caregivers, and strive to expand their rich possibilities when interacting with each child as the means for creating a better environment for every child in their class.