Active learning support in everyday nursery life

Social change towards increased employment among mothers and the publication of scientific findings on the importance of early education have led not only to a growing demand for childcare for children under the age of three, but also to calls for support for children's learning development from an early age. In addition to structural conditions and the quality of guidance, the quality of the process itself is becoming increasingly important. In this regard, it is important to focus on the interactions between educators and children and to emphasise the learning support they provide. Educators can be seen as a decisive factor in these interactions and thus contribute significantly to their quality. In this respect, the core competencies of educators appear to be of crucial importance for learning support within educator-child interactions. For this reason, this thesis focuses on the competence profile of early childhood educators and, on this basis, seeks to gain insights into internal and external factors that influence active learning support.