In educational settings, the interactions that early childhood educators facilitate in the learning experience are particularly important for the development and learning of children throughout their educational trajectories. However, there is still little research on the quality of these interactions. The objective of this study is to identify and describe the fundamental practices present in the learning experience in early childhood education classrooms, specifically at the transition level. Through a case study, 270 minutes of video recordings of instructional activities carried out by an expert educator in a public school in the Valparaíso region of Chile were analyzed. An interactivity model was used to obtain a detailed understanding of the dynamics present. The results highlight eleven fundamental practices, with a predominance of: “anticipating tasks”, “obtaining and interpreting children's thoughts” and “checking understanding”. It was also observed that these practices contribute to a teaching structure that facilitates the monitoring of children and promotes their self-regulation and attention. The study concludes that these practices can improve educational quality, providing a useful framework for balancing the learning process in the classroom and guiding initial teacher training.
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