Responsive interactions for learning are defined as reciprocal and dynamic interactions between an educator and a child. Research has shown that they can promote language development and foster positive child outcomes.
Quality interactions between adults and children are important for child development. Educators who are responsive in this way can create rich learning experiences through their interactions.
Responsive interactions for learning are a practice rather than a tool. This means educators can incorporate responsive interactions for learning into their daily practice.
There is a growing interest in creating quality early childhood environments that support the social-emotional, language and cognitive development of young children. As public investment grows, exploring the impact of professional practice on the quality of early childhood programs is warranted. This study explores the impact of training in cognitive sensitivity through group and individual coaching sessions with educators in early childhood programs. It pays particular attention to the responsivity of educators to children’s cues in order to promote cognitive and language development.
Cognitive sensitivity training functions as a professional learning program. Continuous learning and reflective practice are essential for quality early childhood practice. Engaging in on-going professional learning increases the knowledge and skills of educators and ensures current practices are appropriate and supportive of children’s learning and development.