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After listening to the Voices from the Field content, review these questions and considerations.
After engaging in interactions with young children in natural, everyday activities and routines, use this tool to reflect on your implementation, impact on children, and identify ways to improve. These reflections will be used to help design your action plan.
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 1)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 2)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 3)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 4)
Dr. Jeanette McCollum provides tips on how to take children’s and families’ cultural context into consideration. (Question 1)
Dr. Jeanette McCollum provides tips on how to take children’s and families’ cultural context into consideration. (Question 2)
Samtra Devard, the mother of three children, including one who has a disability, shares how practitioners play an important role in fostering peer interactions and her perspective as a parent on the long term benefits of developing relationships with typically developing peers early.
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 1)
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 2)
Resource from the Technical Assistance Center on Social Emotional Intervention (TACSEI) for supporting children's social emotional development.
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 1 Ask the Expert
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 3 Take Action
List of DEC Recommended Practices for Interaction.
Classroom tool for identifying children's interests related to early language and literacy from the Center for Early Literacy.
Family practice guide for supporting children's interactions with peers from the Early Childhood Technical Assistance Center (ECTA).
Dr. Jeanette McCollum answers questions about early interactions.
Citations for each of the practices include best available research in the form of research reviews or syntheses as well as the most recent and relevant individual studies evaluating specific DEC Recommended Practices on Interaction.
Additional resources to help you learn more about child interactions.
This checklist includes the kinds of adult (parent or practitioner) behavior that can be used to engage a child in adult-child Interactive episodes to promote and support child competence. The main focus of the practice is responding contingently to a child’s behavior to elicit or maintain child interactions with an adult during everyday activities and play.
DEC Recommended Practices list for Interaction
Practice guide for using shared reading activities to support interaction from the Early Childhood Technical Assistance Center (ECTA).
Practice guide for using nursery rhymes to support interaction from the Early Childhood Technical Assistance Center (ECTA)
Peer interactions are important for children’s learning and development. Children learn new skills by
observing and interacting with other children during everyday classroom activities and routines. By paying
close attention and responding to what children are doing while playing and interacting
with others, adults can support and enhance their social play and interactions.
Presentation handout for Module 1 Interaction, Lesson 1 Ask the Expert
Presentation handout for Module 1 Interaction, Lesson 2 Gathering Information
Presentation handout for Module 1 Interaction, Lesson 3 Take Action
References and resources for Module 1 - Interaction
In this video, you will see a child and mother engaged in floor time play. See if you can identify the behavior(s) the child uses to interact with her mother. Also note the child’s abilities that can be observed during the interaction.
In this video clip you will see a mother and child in their home. Pay attention to behaviors the child uses to interact with his mother. Can you answer these questions? What behaviors did the son use to interact with his mother? What did you identify as the child’s interests? How do you know the child was interested in climbing?
In this video, a child is sitting on the porch with her grandmother. Her interest is in “reading” the paper just like her grandmother. What are the cues or behaviors the child uses to demonstrate interest in “reading” the paper?
This mother pays attention to the child’s actions and behaviors, or intent to engage. You can see the mother watching her child, and she notices she wants to play with the kitchen set. This mother then responds and says “mama” after her child said “mama.” This mother provides support and encouragement by asking “What is that?” She also introduces new information by extending with new language. When this mother says, “Is that a strainer?” she is extending and expanding her child’s language.
Let's watch a parent-child interaction with a mother who is responding positively to her child. Notice how this mother repeats what her child says and uses words to name ingredients and extend what her child says. She uses words to explain what her child is doing when she has measuring cups. She also explains the usefulness of the measuring cups. You can think of this as answering a question a child could have asked, but didn’t. She promptly replies, showing that she is paying attention to her child’s comments, but also waits after responding to let her child process what has been said.
Let's watch a video of a father and an older child both attending to a book about trains. Notice how this father is providing an opportunity to interact with his son. This activity is giving his son the opportunity to express himself both verbally and nonverbally, showing his interest. This father is paying attention to the child’s interest and expanding on what his child says with new words and information.
In this activity the child is interacting with an adult. He is able to express his emotions through smiling and acting shy. He is able to communicate both verbally and nonverbally. This activity builds social and emotional competence because this father is paying attention and responding to his son, giving him the message that he matters!
In this video, you will see a father holding his daughter and playing a game of copycat.
In this video clip you will see a child sitting in his mother’s lap. See if you can identify the behavior he is using to interact with her. How does the child respond when his mother engages in the activity? Also note the child’s abilities that can be observed during the interaction.
In this video, a child is sitting on the porch with her grandmother. Her interest is in “reading” the paper just like her grandmother. What are the cues or behaviors the child uses to demonstrate interest in “reading” the paper?
In this video you will see a child sitting on his mother’s lap playing with a toy. Pay attention to the behaviors he uses to interact with his mother during this activity.
In this video clip you will see a child playing with a toy. In what does he show interest? Make some notes about what you see the child doing to interact and what abilities you observe.
In this video clip you will see a child playing in a creek. Note the child’s behaviors that can be observed during this interaction. Make some notes about what you see the child doing to interact and what abilities you observe.
In this video clip you will see a child engaging in water play. Pay attention to the behaviors to show what holds his interest.
In this video clip you will see a child playing in a pool of balls. Take notes about the child’s behaviors that show his interests.
In this video clip you will see a typical classroom activity. Notice how this teacher is paying attention to what the children are doing and their attempts to interact with the blocks. Make notes about how the teacher notices what the children want to do with the blocks.
Dr. Catherine Corr shares how the interactional practices can make a difference in the lives of children who might have experienced abuse or neglect.
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments).
Samtra Devard, the mother of three children, including one who has a disability, shares how practitioners play an important role in fostering peer interactions and her perspective as a parent on the long term benefits of developing relationships with typically developing peers early.
Handout for Module 1 Interaction, Voices from the Field - Jeanette McCollum