QI 2.2 p27

How do practitioners challenge and support for example creativity and problem solving with young children? How do they engage in discussion and what examples are there of this working well in practice?

 

QI 2.3 p29

The learning environment is built on positive, nurturing and appropriately challenging relationships which lead to high-quality learning outcomes

We have warm, responsive relationships with babies, toddlers and young children, creating a positive climate for achievement. We use skilled questioning and interact in a sensitive, responsive and stimulating way to promote curiosity, independence and confidence. We listen effectively to children and they know their views are respected and acted upon.  Children have time and space to follow their interests and deepen their individual learning

How well are we enabling children to become independent learners and develop the four capacities?

 

QI 3.3 p46

There is an emphasis on talk and shared thinking. Practitioners support the development of children’s thinking skills through scaffolding, modelling, questioning and making their own thinking explicit

Practitioners are highly skilled in posing questions which encourage enquiry and curiosity

 

QI 1.1 p11

Where children require support with personal care, interactions throughout are warm, caring and nurtures children’s security, confidence and positive relationships.

 

QI 1.3 p21

Children are empowered to be fully involved in their play and learning through the
skilled interactions and actions of staff.

p22

High quality observations and skilled interactions promote children’s creativity and curiosity. Effective use of questioning, extends children’s thinking, widens their skills, and consolidates their learning through play.

 

QI 4.1 p61

It highlights the importance of skilled interactions to promote children’s
confidence and to have a positive influence on their lives as they develop and learn.

p62

Staff recognise the importance of nurturing, warm, responsive attachments and interactions. Staff provide individualised support by effectively engaging with children and take account of their views and experiences. Effective team working fosters a warm atmosphere where staff are courteous and respectful. This enables staff to have time to support, speak and listen to children

p63

Staff are aspirational and have an enabling attitude which supports children to achieve their potential. Staff use skilled questioning and interact in a sensitive, responsive and stimulating way to promote curiosity, independence and confidence. They recognise the importance of fun in children’s play to enable learning to be taken forward

p65

How do we ensure that all interactions are characterised by warmth, kindness and compassion?

 

p26 Interactions for WELLBEING

p28 Interactions for MY MOVEMENT AND COORDINATION DEVELOPMENT

p30 Interactions for PROMOTING MY CONFIDENCE, CREATIVITY & CURIOSITY

P69 Interactions to DEVELOP MY LEARNING

P82

p6

As we said in the Early Learning and Childcare Quality Action Plan in 2017, and I hope is clear from this new resource, the quality of the interactions that children have with adults who are caring for them fundamentally affects not only their enjoyment of early learning and childcare but also the contribution that this makes to their development.

p15

We often talk about the environment in terms of physical spaces, but the key part of the environment for children is the human, social environment of positive nurturing interactions.

p15

We need to be confident we are providing the kind of rich culture, including high quality experiences and sensitive interactions in a variety of outdoor and indoor spaces, which will develop in babies, toddlers and young children, the emotional resilience they need to form a secure wellbeing base

p17

Positive loving relationships are essential to the baby’s health and wellbeing, and helps shape their growing self both now and in the future (Robin Balbernie, Pre-Birth to Three LTS, 2010).

p46

Interactions are central and key to successful play pedagogy.

p52

These intentions must be supported by high quality interactions and warm caring relationships. Relationships which are well judged and focussed on extending and deepening children’s skills as lifelong learners.

p65

Remember that your interactions with the child are a key aspect of the learning environment. Carefully consider when to step in and when to step back – this is a skill even the most experienced of us can often misjudge!

p70

Interactions are at the heart of playful literacy development. Careful observations form part of building a picture of where a child is in their learning and determining what they need from us and environment around them to assist further learning. We should tap into what we know about the child’s interests and family life to attach talking, listening, reading and writing to meaningful environments and experiences created within settings.

p73

Enrich and extend my verbal and non-verbal interactions using familiar and unfamiliar language and vocabulary.