[Socorro Hernández]

Asegurarse de qué usted y el niño tengan una relación de apoyo interactuar con el niño hacer actividades construyen un sentido de seguridad modelan como regular emociónes

[Julian Nunez Alvarez]

Responsive exchanges with children are important for building strong relationships and supporting their development. Here are some examples of how you can be responsive in everyday interactions:<strong data-start=”199″ data-end=”237″>When a child expresses frustration:<br data-start=”238″ data-end=”241″ data-is-only-node=””><em data-start=”244″ data-end=”269″>Child: “I can’t do it!”<br data-start=”269″ data-end=”272″><em data-start=”275″ data-end=”385”>Caregiver: “It looks like you’re feeling frustrated. Let’s try it together and see if we can figure it out.”<strong data-start=”390″ data-end=”422″>When a child asks a question:<br data-start=”423″ data-end=”426″ data-is-only-node=””><em data-start=”429″ data-end=”474″>Child: “Why does the sun go away at night?”<br data-start=”474″ data-end=”477″><em data-start=”480″ data-end=”612”>Caregiver: “That’s a great question! The sun goes down because the Earth turns, and when we’re on the other side, it’s nighttime.”

[Trainer]

Julian, your examples beautifully illustrate how responsive exchanges foster understanding and connection. Great job emphasizing emotional support and curiosity!

[Teri Barrie]

The ability to bend and bounce back is resilience. A child care professional or significant adult is involved in building resilience.

[Trainer]

Great point, Teri! Highlighting adult involvement in fostering resilience emphasizes the importance of supportive interactions with children.

[Sherafym]

Share some examples of responsive exchanges you may want to use in everyday interactions with children.Getting down on their level making sure, that I am engaged and doing activities that interest the child

[Steph P.]

Some examples of responsive engages with children that help build resiliency include those that happen when we talk children through emotional moments or tantrums. I always tell my students that it’s okay to feel sad, angry, afraid, etc. once we figure out which emotion is driving an outburst. I sit with them or give them space as they calm down, and once they’re able to listen and talk with me, I tell them that when we have all of these feelings inside of us, we choose what to do with them. It’s important to feel them and either let them go or use them in a way that’s safe for us and our friends. For example, when we feel frustrated, we know to step away when we feel hot and angry, and we can feel that anger in the cozy corner if we need to have some time to ourselves. If we want to do something with the anger, we can either hold the pillows or stuffies tight for that physical release, but we can’t use our anger to hit or kick our friends. Then, after the student is calm, we can talk about what made them so emotional in the first place and show them solutions for next time something similar happens.This sort of thinking lays the groundwork for more resilient responses and attitudes that can be recalled in a variety of situations.

[Ranijanaea West]

that teachers are plam trees they take so much and are strong indivuals who stand out.

[putu mira]

Responding when they are say or ask something and also describe what they are feeling and they are doing. Expanding on their Ideas to make them more curious, encouraging problem solving to sharpen their problem solving skill, and giving choices to teach them how to make decision.

[Trainer]

Great insights, Putu! Your emphasis on expanding ideas and encouraging problem-solving fosters curiosity and decision-making skills in children.

[Alexandra Mejia]

Responsive exchanges with children are about listening to their feelings and guiding them with care. For example, if a child says they’re frustrated, you might acknowledge it by saying, “I see you’re upset. Let’s try this together.” If a child is shy or unsure, you could offer comfort, like, “It’s okay to feel shy, I can stay with you for a bit.” When a child shares something exciting, you can encourage them by saying, “Wow, that’s amazing! Tell me more about it!” These simple, supportive responses help children feel understood, build their confidence, and guide them in handling their emotions or challenges.

[Trainer]

Great examples, Alexandra! Your responses beautifully emphasize empathy and support, fostering a nurturing environment for children’s emotional growth.

[Rebecca Otieno]

I would create a safe and nurturing environment with the kids and always engage in the activities they are doing like joining in games they are playing or be part of the activities they are doing.Always be attentive when they are talking to me and respond to them in a timely manner, treat them with respect and make sure they feel heard and create for the a sense of belonging in the environment.

[Trainer]

Great insights, Rebecca! Your focus on engagement and respect fosters a strong sense of belonging for the children.

[Meleia Peloquin]

I would want to use positive talk. Fill a child’s bucket instead of taking from their bucket. This is based on a children’s book called “have you filled a bucket today.”

[Ashley]

<strong data-start=”107″ data-end=”117″>Child: <em data-start=”118″ data-end=”140″>“Look what I built!”<br data-start=”140″ data-end=”143″><strong data-start=”146″ data-end=”156″>Adult: <em data-start=”157″ data-end=”222″>“Wow, you worked really hard on that! Tell me how you made it.”<strong data-start=”227″ data-end=”237″>Child: <em data-start=”238″ data-end=”256″>“I can’t do it!”<br data-start=”256″ data-end=”259″><strong data-start=”262″ data-end=”272″>Adult: <em data-start=”273″ data-end=”343″>“It’s okay to feel frustrated. Let’s try it together, step by step.”<strong data-start=”348″ data-end=”379″>Child is quiet or withdrawn<br data-start=”379″ data-end=”382″><strong data-start=”385″ data-end=”395″>Adult: <em data-start=”396″ data-end=”490″>“I noticed you’re sitting quietly today. Do you want to talk or show me how you’re feeling?”<strong data-start=”495″ data-end=”519″>Child shares a story<br data-start=”519″ data-end=”522″><strong data-start=”525″ data-end=”535″>Adult: <em data-start=”536″ data-end=”581″>“That sounds exciting! What happened next?”<strong data-start=”586″ data-end=”622″>Child is upset after an argument<br data-start=”622″ data-end=”625″><strong data-start=”628″ data-end=”638″>Adult: <em data-start=”639″ data-end=”715″>“I can see you’re feeling upset. Would you like to tell me what happened?”<strong data-start=”720″ data-end=”747″>Child finishes a puzzle<br data-start=”747″ data-end=”750″><strong data-start=”753″ data-end=”763″>Adult: <em data-start=”764″ data-end=”849″>“You did it! You kept going even when it was tricky. That’s great problem-solving.”

[Trainer]

Great examples, Ashley! Your responses encourage expression and problem-solving, fostering a supportive learning environment. Keep it up!

[e]

playing with children talking to them eye to eye

[Trainer]

Great point! Eye-level interactions foster connection and communication, enhancing children’s engagement and understanding. Keep it up!

[Mikaela Bullek]

When working with children, it is important to make them feel comfortable in your presence. Some things you can do to let the child know you are there for them are creating a safe space for communication. Allow the child to talk without interruption. Focus on cues and actions while the child is communicating with you. Feed off those cues and actions and gain a sense of how the child is feeling, and then respond appropriately. These types of exchanges with a trusted adult are crucial for a child’s development

[Trainer]

Great insights, Mikaela! Creating a safe space and responding to cues fosters trust and supports children’s emotional growth.

[Elizabeth Armstorng]

spending time listening talking, engaging with them in a play activity of their choosing. they tend to open up more when they feel seen and heard and are able to feel more comfortable when they take the lead instead of being told what to do.

[Trainer]

Great insights, Elizabeth! Listening and allowing children to lead fosters trust and encourages meaningful interactions. Keep it up!

[Josslynn register]

time spent playing, talking, listening and interacting learning key life skills, communicating, thinking, solving problems, moving and being with other children and grown-ups. Learn through play and build trust