Wilfried Smidt
Biographic Data
| ID | 4420248 |
|---|---|
| NAME | Wilfried Smidt |
| GIVEN NAMES | Wilfried |
| FAMILY NAME | Smidt |
| SIGNATURE | SMIDT W |
| AFFILIATIONS | Universität Innsbruck |
| ORCID | 0000-0002-8289-1577 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Latent profiles, predictors, and consequences of preschool teachers’ wellbeing in Ecec institutions
There are not only research gaps in regard to preschool teachers’ wellbeing profiles, but also regarding predictors and consequences of these profiles. By using a sample of 85 preschool teachers and 287 children from 85 preschools in Austria, the aim of this study was to identify latent profiles of preschool teachers’ wellbeing and investigate job demands, job resources and personal resources as predictors of these wellbeing profiles. Furthermore…
Latent leadership profiles of German preschool leaders and its prediction by characteristics of leaders and preschools
Leadership in early childhood education and care (ECEC) undoubtedly plays a crucial role in preschool quality, yet it is seldom discussed in studies. This study aims to identify various leadership profiles of preschool leaders using a person-centered approach and predict these profiles based on leaders’ characteristics and the preschools they lead. A total of 182 preschool teachers reported on the transformational, transactional, passive, authent…
Preschool education in war and conflict zones
Predictors of burnout of preschool teachers working in the warzone Ukraine
Research on predictors of burnout among preschool teachers is a crucial topic, particularly in the context of those working in warzones. This study aimed to investigate the predictors of burnout among 562 preschool teachers employed in 183 preschools located in the war-torn region of Ukraine. The study was conducted as an online survey and key constructs were captured by using well established measures. Path analyses were conducted to investigate…
The importance of structural characteristics for interaction quality in Austrian preschools
Many studies have found associations between structural characteristics and interaction quality of children in ECEC settings. However, findings are inconsistent and since previous research has been conducted outside Austria, transferability to the Austrian country context is limited. By addressing this gap, the study aims to identify relations between structural characteristics and interaction quality (measured with the Individualized Classroom A…
Does personality matter? The relationship between child personality and interaction quality in preschools
Evidence indicates that children’s personalities shape their interactions and relationships with others. This study aims to identify the relationship between child personality types and interaction quality in preschools, which is of high predictive importance for the development of children’s competencies. Interaction quality was determined using the Individualized Classroom Assessment Scoring System (inCLASS) in a sample of 181 children attendin…
Gleich oder anders? Geschlechtsspezifische Befunde zur kindlichen Interaktionsqualität im Kindergarten in Österreich
Der Stand der empirisch-wissenschaftlichen Auseinandersetzung mit der Kategorie „Geschlecht“ in der Pädagogik der frühen Kindheit ist im deutschsprachigen Raum durch deutliche Defizite gekennzeichnet. Dies gilt besonders mit Blick auf Fragen zur Qualität kindlicher Interaktionsprozesse in Kindergärten. Im Beitrag wird dieses Forschungsdesiderat aufgegriffen, indem geschlechtsspezifische Unterschiede in der kindlichen Interaktionsqualität anhand e…
How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria
Research on the predictivity of activity settings, preschool teachers' activities, and children's activities for interaction quality is inconsistent and cannot be transferred easily to specific national preschool contexts. The present study addresses this issue by assessing the interaction quality of 185 children aged 3-5 years attending 61 preschools in Austria using the Individualized Classroom Assessment Scoring System (inCLASS). Activity sett…
Differential effects of preschool quality on children’s emergent literacy skills in the final preschool year in Germany
The study investigates direct and indirect preschool quality effects on emergent literacy skills (children’s letter knowledge, oral skills, and interests and skills in print and communication) using quality indicators at process (ECERS-R, ECERS-E), structure (e.g. class size) and belief (e.g. support creativity) level. The study included a sample of 547 children from 97 preschools and implemented standardised tests and teacher-ratings in the fina…
Teacher–child interactions in Early Childhood Education and Care classrooms
How children’s development is shaped by Early Childhood Education and Care (ECEC) classrooms and especially by teacher–child interactions in those settings, has been researched for several decades
Patterns of literacy and numeracy activities in preschool and their relation to structural characteristics and children’s home activities
Early literacy and numeracy activities in family and preschool are considered important for promoting children’s early literacy and numeracy skills. However, little research exists, especially in Germany, on the frequency of such activities in different contexts. The current study identified patterns of literacy and numeracy activities in preschools and their relation to structural preschool characteristics and to attributes of the home learning …
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Patterns of literacy and numeracy activities in preschool and their relation to structural characteristics and children’s home activities
Early literacy and numeracy activities in family and preschool are considered important for promoting children’s early literacy and numeracy skills. However, little research exists, especially in Germany, on the frequency of such activities in different contexts. The current study identified patterns of literacy and numeracy activities in preschools and their relation to structural preschool characteristics and to attributes of the home learning …
Differential effects of preschool quality on children’s emergent literacy skills in the final preschool year in Germany
The study investigates direct and indirect preschool quality effects on emergent literacy skills (children’s letter knowledge, oral skills, and interests and skills in print and communication) using quality indicators at process (ECERS-R, ECERS-E), structure (e.g. class size) and belief (e.g. support creativity) level. The study included a sample of 547 children from 97 preschools and implemented standardised tests and teacher-ratings in the fina…
Teacher–child interactions in Early Childhood Education and Care classrooms
How children’s development is shaped by Early Childhood Education and Care (ECEC) classrooms and especially by teacher–child interactions in those settings, has been researched for several decades
Gleich oder anders? Geschlechtsspezifische Befunde zur kindlichen Interaktionsqualität im Kindergarten in Österreich
Der Stand der empirisch-wissenschaftlichen Auseinandersetzung mit der Kategorie „Geschlecht“ in der Pädagogik der frühen Kindheit ist im deutschsprachigen Raum durch deutliche Defizite gekennzeichnet. Dies gilt besonders mit Blick auf Fragen zur Qualität kindlicher Interaktionsprozesse in Kindergärten. Im Beitrag wird dieses Forschungsdesiderat aufgegriffen, indem geschlechtsspezifische Unterschiede in der kindlichen Interaktionsqualität anhand e…
How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria
Research on the predictivity of activity settings, preschool teachers' activities, and children's activities for interaction quality is inconsistent and cannot be transferred easily to specific national preschool contexts. The present study addresses this issue by assessing the interaction quality of 185 children aged 3-5 years attending 61 preschools in Austria using the Individualized Classroom Assessment Scoring System (inCLASS). Activity sett…
The importance of structural characteristics for interaction quality in Austrian preschools
Many studies have found associations between structural characteristics and interaction quality of children in ECEC settings. However, findings are inconsistent and since previous research has been conducted outside Austria, transferability to the Austrian country context is limited. By addressing this gap, the study aims to identify relations between structural characteristics and interaction quality (measured with the Individualized Classroom A…
Does personality matter? The relationship between child personality and interaction quality in preschools
Evidence indicates that children’s personalities shape their interactions and relationships with others. This study aims to identify the relationship between child personality types and interaction quality in preschools, which is of high predictive importance for the development of children’s competencies. Interaction quality was determined using the Individualized Classroom Assessment Scoring System (inCLASS) in a sample of 181 children attendin…
Predictors of burnout of preschool teachers working in the warzone Ukraine
Research on predictors of burnout among preschool teachers is a crucial topic, particularly in the context of those working in warzones. This study aimed to investigate the predictors of burnout among 562 preschool teachers employed in 183 preschools located in the war-torn region of Ukraine. The study was conducted as an online survey and key constructs were captured by using well established measures. Path analyses were conducted to investigate…
Latent leadership profiles of German preschool leaders and its prediction by characteristics of leaders and preschools
Leadership in early childhood education and care (ECEC) undoubtedly plays a crucial role in preschool quality, yet it is seldom discussed in studies. This study aims to identify various leadership profiles of preschool leaders using a person-centered approach and predict these profiles based on leaders’ characteristics and the preschools they lead. A total of 182 preschool teachers reported on the transformational, transactional, passive, authent…
Preschool education in war and conflict zones
Latent profiles, predictors, and consequences of preschool teachers’ wellbeing in Ecec institutions
There are not only research gaps in regard to preschool teachers’ wellbeing profiles, but also regarding predictors and consequences of these profiles. By using a sample of 85 preschool teachers and 287 children from 85 preschools in Austria, the aim of this study was to identify latent profiles of preschool teachers’ wellbeing and investigate job demands, job resources and personal resources as predictors of these wellbeing profiles. Furthermore…
Psychology (9 works) · Early Childhood Education and Development (8 works) · Developmental psychology (6 works) · Early childhood education (5 works) · Pedagogy (4 works) · Child Development and Digital Technology (3 works) · Mathematics education (3 works) · Preschool education (3 works) · Social Psychology (3 works) · Teacher Education and Leadership Studies (3 works)