The aim of the research is to compare quality of class climate in age homogeneous (hereinafter HO) and heterogeneous (hereinafter HE) preschool classes in Czech Republic, which is demonstrated through the quality of teacher-child interactions. Second aim of the research is to prove suitability of the tool CLASS Pre-K to Czech preschool reality.

The quality of preschool education depends on many different factors. One of them is teacher – his or her level of education, devotion to profession or quality of teacher-child interaction (Melhuish et al., 2015; Bennett, 2011; Bertrand, 2007). Age composition is another phenomenon influencing the quality of class climate. This factor was perceived from many points of view. Impact of age composition on social and emotional, language, cognitive development was examined (Foster et al., 2020; Ansari & Pianta, 2019; Justice et al., 2019; Moller et al., 2008; Mounts & Roopnarine, 1987). In Czech Republic is this area not examined enough, although the national curriculum Framework educational programme for preschool education allows both types of class composition in preschool education (FEP PE, 2021).

The research was realized in 10 preschool classes (5 age HO and 5 age HE) in Czech Republic. The CLASS Pre-K tool (LaParo, Pianta & Hamre, 2008) was used to quantitavely measure the level of quality of class climate. Using the standardized tool ensured the reliability of the research. In each class were made 4 measuring sequences (each long 20 minutes) – free play, mealtime and two sequences of instruction time. Each sequence was also videorecorded and later assessed by two independent researchers. Interrater reliability (Sandilos & DiPerna, 2011; Downer et al., 2010) was secured by this process and also validating the research. Ten dimensions of classroom environment were observed: positive climate, negative climate, teacher sensitivity, regard for student perspectives, behaviour management, productivity, instructional learning formats, concept development, quality of feedback and language modeling. The observed phenomena were registered into checklist and scaled from 1 to 7 points, when 1 means lowest score and 7 means highest. Finally the collected data of HO and HE classes were compared to determine whether one type of class composition is more supportive for the quality of climate (teacher-child interaction). Data were processed through basic descriptive statistics in Microsoft Excel.

Results showed no significant difference in quality of teacher-child interaction and quality of class climate in comparation of HO and HE classes. The averaged reached score of all dimensions was 6.09 for HO and 6.14 for HE classes. Highest scores were achieved in relationships and communication (positive and negative climate same, 6.95 for HO and 7.00 for HE). Lowest scores were achieved in concept development, that means in the way how teachers support children´s thinking and creativity development (3.85 for HO and 4.20 for HE). Second lowest score was achieved in dimension of quality of teachers´ feedback (4.90 for HO and 4.65 for HE). These two dimensions offer a potential for improvement for teachers´ approach in planning of education content, evaluation and assessment. Despite that we can state that the overall quality of teacher-child interactions in preschool education in Czech Republic is very high and classroom age composition does not affect it. Nevertheless, generalization of results is not possible due to rather small research sample. The second conclusion of the research is, that CLASS Pre-K is very functional research tool also in Czech preschool reality and can be used in future studies concerning measuring the level of class climate and quality of teacher-child interactions.

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