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Child Care Basics
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Trainer Monitored Discussion -“Serve and Return” in classrooms
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Trainer Monitored Discussion -“Serve and Return” in classrooms
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1. Learn a child’s needs and respond with support
2. Pay attention to their interest and every move
3. Name the object or things they point out, that help to develop their language
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Serve and return can be created with adequate staff so that carers can respond to infants. Whole room cleaning being done by an additional carer would really help. Carers can have slings to wear for babies who prefer it. Smaller rooms so staff can move and be at an infants side quickly would help. Verbal response to infants if you can’t get to them when you’d like to, would still create serve and return.
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serve and return can be seen during activities, mostly in arts and crafts and free play where the children are the most creative and express themselves.
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Being aware of the children around you and what they are doing can create a serve and return environment in the classroom. when you notice children interested in things, get involved.
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A good example of serve and return is when I have my students draw a picture and tell me about it after.
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Honestly, I feel like you can make ANY situation a serve and return opportunity. I think the key thing is to be able to notice and be able to respond to those. One of the most important ways to get that is to have an environment that has low caregiver to child ratios, so the caregivers can give their attention and react in these situations.
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I believe giving your students an opportunity to choose their activity/learning style from a selection of options, you are easily able to incorporate the “serve and return” strategy. When a child specifically chooses the thing they want, you are really opening up their world and helping them explore and learn in a way that really resonates with them. I love this method!
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Providers can create a serve and return environment by engaging in one-on-one play with a child so that they can share the child’s focus.
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I think “serve and return” time can be during the entire day in childcare. Starts with morning welcoming then can be during playtime, activities time, circle time even when is goodbye time. In special at a young age, children are very curious about everything that they see, touch, hear, smell, and taste. They focus on what they are interested in and want to know. In these moments is a good time to do “serve and return” practice.
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Games and circle time are good opportunities for serve and return. There is consistent communication, eye contact, and question/response.
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Great insights, Mary! Games and circle time are indeed perfect for serve and return. Consistent communication, eye contact, and question/response enhance the learning experience.
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seeing what I see and noticing in dance class. copying what I see with my body
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by interacting with the child in what interests them, such as painting with them. As they choose a color “say the color out loud” and ask what they are painting.
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Definitely a good serve and return would be through dramatic play, especially if it’s like a kitchen setting or a grocery store. These activities give the children chances to respond and listen to direction while also being able to receive positive feedback.
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Great insight, Mackinzie! Dramatic play indeed fosters serve and return interactions, promoting listening, direction-following, and positive feedback in a fun, engaging way.
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I think, First of all, I should know and understand all age group needs and actions. And I should have good connection, responding, helping, supporting. I should be there all the time to provide responsive,
reliable and affectionate care.-
BEYZA, your understanding of serving and returning in the classroom is commendable. Building strong connections and being responsive are essential for providing effective care. Great insights!
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“Serve and return” seems like a specific kind of attunement to me. The child is “bidding” by pointing out their interests or toys they want to play with. The adult attunes to the child by encouraging their interest in said object or activity. The “naming it” is part of this, it advances the child’s understanding of the activity or object in the context in which it is used. Taking turns and returning a serve is simply just responding in a way that is attuned to the child’s temperment. Ending and beginning helps a child practice transitions and gives them some agency over these transitions.
