Warm and Responsive Style

In this video, the caregiver smiles at the baby and touches him gently as she names each body part. Face-to-face play and soft touch are important nonverbal ways to build a secure relationship with a baby.

During this small group activity, the teacher shows interest in the children by nodding, smiling, and making eye contact at their level. These behaviors, along with the high fives, contribute to the children’s feeling of belonging.

In this Texas Rising Star exemplar video, teachers of all age groups show how using frequent positive nonverbal behaviors help to increase children’s feelings of acceptance. In the video you will see teachers making eye contact, smiling at children and using reassuring touches to support children’s sense of belonging.

This video showcases how using frequent, positive nonverbal behaviors with children can increase their feelings of acceptance while playing a game. The teacher smiles, sits at the children’s level, and uses reassuring touch throughout the entire video.

This publication created by the PennState Extension gives readers research-based information on how teachers interactions with children affect their development. The publication gives strategies caregivers can use to demonstrate effective positive interactions throughout the day.

In the recording, teachers demonstrate how they use frequent, positive nonverbal behaviors like smiling and using reassuring touches to help babies in their care feel accepted. This video is a part of a larger professional development series.

The teacher in this video displays many positive nonverbal behaviors. She sits on the floor with the children as she explains the activity, she claps, she smiles, she invites children to sit close by, and she gives high-fives. These behaviors support children’s sense of acceptance in the classroom.

This teacher takes her time explaining the activity and modeling how to share writing aloud. She does not rush the child, and she shows interest by asking questions and bringing attention to the details in the drawing. The teacher remains patient as she facilitates conversations between the children.

As the teacher reads aloud, she pauses to ask questions and talk with the children; she does not rush to finish the book. Her tone is consistently positive as she reads, talks, and makes believe with the children. Her relaxed and patient style makes the children feel comfortable as they build and explore their “nest.”

This Texas Rising Star exemplar video showcases teachers of all age groups maintaining calm in the classroom. The teachers use positive voice tones, are patient and demonstrate a relaxed style as conflicts arise and children need support.

This caregiver’s responsiveness and positive tone of voice make the activity fun for the babies. Her relaxed style and ability to adjust based on children’s needs and interests keep the babies calm as they play with the stacking cups.

Watch how this teacher stays patient and relaxed as she navigates a busy activity with several children. Her warm, relaxed style helps prevent conflict between children and helps one child transition to another activity when needed.

During this activity, children practice expressing their needs and wants, which creates opportunities for teachers to notice, interpret, and respond to children’s verbal and nonverbal signals. By engaging in these back-and-forth interactions, teachers can demonstrate responsiveness to children’s interests, needs, and requests.

Following the Child’s Lead, a publication created by Early Childhood Technical Assistance Center, gives an overview of how teachers can notice and attend to children’s signals and needs by simply following their lead.

Naturalistic Instruction Practices, a publication created by Early Childhood Technical Assistance Center, gives ideas on how teachers can respond to children’s needs and signals to support and encourage children’s engagement in child-initiated activities.

This Texas Rising Star exemplar video highlights teachers of all age groups attending to children’s signals and needs. In the video, you will notice teachers responding to children’s verbal and non-verbal signs that they may need help, have questions, or might be frustrated.

This video shows ways teachers can comfort babies when they show signs of stress and discomfort. Noticing and attending to children’s signals allows babies to trust practitioners to meet their needs.

This document from the Department of Early Education and Care describes techniques caregivers can use to respond promptly when they recognize that babies are using gestures.

In this activity, the baby will share a toy with a caregiver. As the baby participates in the turn-taking cycle, the caregiver must pay attention to the child’s signals to see if they are ready to give and receive the toy. Waiting for the baby to share and returning the toy to them when they signal that they want it builds trust.

As this group of toddlers builds fine motor skills, the teacher notices and attends to their verbal and nonverbal signals. At the beginning of the video, she responds to the child’s suggestion by modeling the task. Then, later, she helps a child who struggles to put the top back on the container before she becomes frustrated.

In this recording, teachers demonstrate how to consistently notice and attend to children’s needs and signals as signs of stress arise or as children attempt to communicate by responding to their questions, comments, or vocalizations. This video is a part of a larger professional development series.

As children practice asking for help and expressing their needs during this activity, teachers can model calm, supportive responses that help children feel valued and understood.

In this video from CLI, teachers demonstrate being predictable when caring for babies. Responding to signals promptly and predictably helps infants to begin to trust that their caregivers will consistently acknowledge their needs warmly and responsively.

In this video from CLI, teachers demonstrate being predictable when caring for toddlers. Responding to signals promptly and predictably helps children begin to trust that their caregivers will consistently acknowledge their needs in a warm and responsive manner.

In this video, teachers demonstrate comforting toddlers in moments of distress. Responding promptly and sensitively to children when they show signs of discomfort helps them build a sense of trust in their caregivers.

This document from the Department of Early Education and Care describes techniques caregivers can use to respond promptly when they recognize that babies are using gestures.

In this exemplar video, a teacher follows a baby’s lead and supports her by giving warm encouragement. Responding promptly and sensitively to infants builds trust and also enhances learning.

In this exemplar video, a teacher demonstrates responding promptly and sensitively to two children as they ask for help in a busy classroom. Responding promptly and sensitively to children increases the likelihood that they will communicate about their needs, ideas, and interests.

In this series of video segments, teachers respond sensitively to infants, toddlers, preschoolers, and after-school children throughout the day. Responding to signals promptly as they play, learn, and communicate helps children begin to trust their caregivers will consistently acknowledge their needs in a warm and responsive manner.

In this exemplar video segment, a teacher responds promptly and warmly to a child who has questions about transitioning from circle time to centers. The teacher acknowledges the child’s thoughts and ideas about how the transition should be done and then explains why it must be done a certain way.

Watch how this teacher adjusts her play outside to include a child with different interests. By doing so, she is communicating to this child that his interests are important to her and communicating to other children that everyone in the class is valued.

In this example, a child is not ready to leave an activity—a refusal that can often lead to a power struggle. This teacher adjusts her approach to provide the child with an appropriate way to request more time. By doing this, she responds to his signals while also remaining clear about the upcoming transition.

In this series of exemplar video segments, teachers showcase their ability to adjust their behavior to meet the needs, interest and abilities of infant, toddlers, preschoolers and after school children throughout the day. The teachers show no preference or rejection towards any of the children in their care.

Watch how this teacher shifts from her own plan using the blocks to following the child’s lead. This is an example of adjusting teaching to be responsive to children’s signals, promoting both learning and feelings of safety.

During this water play activity, the caregiver gives all children the attention and assistance they need. Three of the children need help squeezing the sponge, while one child can complete the task independently. When one toddler shows interest in pouring the water from one bowl to the other, the teacher encourages everyone to try it.

This publication from Penn State Extension describes temperament as a child’s emotional and behavioral way of responding to the world. The document provides ideas on how teachers or caregivers can demonstrate their ability to adjust their behavior in response to children’s temperaments.