| First variables | Secondary variables | Tertiary variables |
| Initiator of interactions | Teacher |
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| Child |
| |
| Ways to initiate and respond | Unified verbal requirements or replies | Call the name or the appellation |
| Short or perfunctory answers | ||
| Simple verbal YES | ||
| Simple verbal NO | ||
| Teacher’s short instructions or requirements | ||
| Brief answers according to the requirements | ||
| Teacher’s oral demonstration | ||
| Question posing | Directly definitive-answer-oriented questions | |
| Questions for information inquiry, advices or help | ||
| Heuristic questioning | ||
| Questions oppugning against the expression or performance of the other party | ||
| Active learning or individualized expression | Children actively expressing what they are thinking and doing, or the individualized requirements | |
| Children’s complaints | ||
| The teacher requires, suggests or gives options in form of consultation | ||
| Describing knowledge, truth, ideas, stories and reason | ||
| The teacher encourages children to explore further, reattempt, and practice. | ||
| Expressing and communicating feelings | Positive, gentle and comforting languages | |
| Bullies, satirization, and blame | ||
| Language evaluation | Positive evaluative language | |
| Negative evaluative language | ||
| Non-verbal actions | Joint activities of the teacher and children | |
| Listening or watching | ||
| With actions to giving instructions or making requests | ||
| Following or according to instructions or suggestions to act, simulating actions | ||
| The teacher inspires with actions. | ||
| The teacher demonstrates, corrects and helps with actions. | ||
| Positive, gentle and comforting expression and actions. | ||
| Children’s negative emotional expression of | ||
| Expressions and actions of positive evaluation | ||
| Expressions and actions of negative evaluation or determent | ||
| Interactive contents | Disciplinary rules |
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| Meeting life needs and tidying up |
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| Games and teaching activities |
| |
| Games and seeking help for learning difficulties |
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| Presentation of games and learning methods, process and results |
| |
| Assessment |
| |
| Expressing and communicating feelings |
| |
| Children’s mood during the interaction | Happy (3 marks) |
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| Unable to tell (2 marks) |
| |
| Unhappy (1 marks) |
| |
| Response Times |
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