The study aims to generate a picture of practice in relation to interactions between early childhood educators and three to four year old children, occurring in scheduled small group learning experiences, in three selected early childhood education and care settings (ECEC) in urban areas designated as disadvantaged. Studies have
demonstrated that for young children, particularly those living with poverty, high quality education and care leads to measurable gains in thinking, language and social skills. These gains are primarily determined by the quality of educator-child interactions. However, due to a dearth of research on these interactions in Ireland,
there is little knowledge of the actual pedagogical practices to support children's learning in ECEC settings. The study draws from socio-cultural theory, contextualised within educational inequality. The study is qualitative in nature, informed by an interpretive paradigm and employs a case study research strategy. The study conformed to the guidelines of the St Patrick's College, Drumcondra, Research Ethics Committee. Educators were alerted to the nature of the research, the expectations, the potential risks and the withdrawal process. Consent of the
children's parents was obtained. The findings suggest that the educators established warm reciprocal
relationships with the children and engaged in interactions that could be seen as enhancing social and emotional development. However, they may need to emphasise interaction strategies such as open-ended questioning to enhance young children's thinking and language skills. The findings have implications for the implementation of Free Preschool, and the content of early childhood education and care courses.