These interactions are about the early learning professional’s (ELP’s) awareness and responsiveness to children’s emotional and learning needs. In measuring this interaction type, we look at how sensitive the ELP is to individual children’s emotions and how often the children’s needs are met in a timely manner.

Coaching this Interaction with Wendy Jans

In Coaching for Responsive Interactions (6:31) Wendy explains what being responsive looks like for children of different age groups and their developmental cues. She continues with how to coach an educator on being responsive to children’s needs.

Slides available: PBC3-CoachingInteractions-BeingResponsivegtoNeeds

Explainer Video

Learn more about the QUIC tool Video Highlights Criteria: ELP is Sensitive to Child’s Needs (3:54) from Rosalba Gonzalez, a Quality Recognition Specialist. Rosalba also gives examples from her personal experience of how this criteria shows up in the day-to-day interactions with young children.

Infant Exemplar Video

Watch the video, Noticing Infants Needs (2:00), the ELP is spending time with two infants and a toddler but remains in proximity to the group and conducts visual scans. Notice when the ELP demonstrates awareness of each child’s needs and responds accordingly.

Toddler Exemplar Video

In the video, Fun with Beads (4:55), the ELP is sitting on the child’s level and in close proximity working with a child using a bead maze toy. What do you notice the ELP does to be responsive to the learning and emotional needs of the child(ren) nearby?

Preschool Exemplar Video

Watch the following video, Problem Solving in the Moment (1:12), where the ELP is aware of an individual child’s emotional needs by recognizing that the child was visibly upset. What techniques do you notice the ELP uses with the child(ren) involved?