Playing, Learning and Developing- p26 Quality of Interactions

Careful observation allows us to interpret children’s interests and provide opportunities to extend their thinking without directing their play. We use a variety of approaches to

respond to children’s cues to support development of self-regulation, empathy, confidence, creativity and curiosity.

Responsive and caring interactions support the development of communication, language, movement and social development through effective modelling of these skills. We support children through approaches such as sustained shared thinking, wondering aloud and balancing comments with developmentally appropriate questions to extend and expand their thinking. We understand that interacting and exploring with children is a valuable way to build vocabulary and foster understanding, and a sense of wonder and excitement about the world. We enable next steps and give praise for trying things out.

Our children have frequent, appropriate opportunities to develop their thinking and problem-solving skills through imaginative play and storytelling. This helps children to extend their own thinking, practise new skills and consolidate their learning in ways which are meaningful to them.

We enable children to play and learn at their own pace, having fun as they explore the world around them. We take time to understand children’s verbal and nonverbal communication which helps us to judge when to interact and when to wait and observe.

We encourage children’s interactions with each other, recognising the important role other children have in enriching play. This enables children to make the most of their interactions and experiences.

 

Learning, Teaching and Assessment – p40 Interactions to Support Learning

We have a very good understanding of early learning pedagogy and skilfully put this into practice to support children’s learning. Respectful, responsive relationships and children’s rights are at the heart of all our interactions. We listen carefully to all children’s views and are attuned to their needs, interests and learning styles. We value their opinions and support all children to express their views.

Our interactions promote a calm, purposeful learning environment. We thoughtfully support children to understand expectations and manage their behaviour in ways that enable everyone to learn well together. We interact sensitively with parents/carers and involve them in all aspects of their child’s learning.

Our highly-skilled staff know when to observe play and interact using well-considered questions, commentary and modelling to support and extend children’s learning. We encourage and support children to be independent learners as they develop, apply and consolidate their skills. We make highly effective use of digital technologies to enrich children’s learning and teaching. We have a well-considered approach to our use of digital technologies and take into account children’s developmental stages. Children learn about and use a wide variety of digital technologies in a safe and creative way to support and extend their learning.

 

p43

How well do staff use high-quality interactions to support, challenge and extend children’s thinking and learning?

 

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.