{"id":120,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-09-03T15:07:08","modified_gmt":"2026-09-03T14:07:08","slug":"sensitive-interactions","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/sensitive-interactions\/","title":{"rendered":"Interactions"},"content":{"rendered":"
\n
\n
\n
\n
\n

\"\"<\/big><\/a><\/h1>\n

Interactions<\/span><\/h1>\n

Resources<\/strong><\/a> \uf0ad<\/span> <\/cite><\/strong>\u00a0<\/cite><\/span><\/p>\n

What are they?<\/h3>\n

Interactions are the everyday exchanges between children and the adults and children around them. They are a fundamental part of how young children experience, learn and develop within early learning and childcare.<\/p>\n

\u201cInteractions with young children are profoundly important for supporting and extending their learning.\u201d<\/em>
(Fisher, 2016, Interacting or Interfering, p.1)<\/strong><\/p>\n

Realising the Ambition<\/strong> (Education Scotland, 2020)<\/strong> places interactions at the heart of high-quality early learning and childcare. It describes the human and social environment of \u201cpositive nurturing interactions\u201d as a key part of the environment for children (p.15) and reminds us that \u201cinteractions are central and key to successful play pedagogy\u201d (p.46).<\/p>\n

This continues to be strongly reflected within A Quality Improvement Framework for the Early Learning and Childcare Sectors<\/strong> under Learning, Teaching & Assessment: Interactions to Support Learning, it states:<\/p>\n

\u201cRespectful, responsive relationships and children\u2019s rights are at the heart of all our interactions.\u201d<\/em>
(A Quality Improvement Framework for the Early Learning and Childcare Sectors, p.40)<\/strong><\/p>\n

The quality of our interactions with children is fundamental to their wellbeing, development and learning. Every welcome, conversation, response, shared moment and routine can help a child feel safe, valued and understood, while also supporting communication, language, curiosity, confidence and thinking.<\/p>\n

High-quality interactions happen throughout the whole day. They are woven through play, care routines, transitions, planned experiences and the many spontaneous moments that cannot be planned in advance. They do not sit alongside the curriculum \u2013 they are central to how children experience it.<\/p>\n

At the heart of high-quality practice are sensitive interactions. Sensitive practitioners are attuned to children: they notice verbal and non-verbal cues, listen carefully, respond with warmth and respect, and adapt their approach to the individual child. They know when to join, when to support, when to extend and when to stand back.<\/p>\n

These interactions are strengthened by a holistic knowledge of each child \u2013 including their interests, communication, development, identity, culture, home language, emotional state and experiences. This helps practitioners make sensitive professional judgements about what each child needs in the moment.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

\n
\n
\n
\n
\n

Key messages:<\/h3>\n

Practitioners should:<\/p>\n