[Gillian Reese]

I’m constantly looking for serve and return moments in my classroom, and my students all give me so many wonderful opportunities to step into their worlds! My favorite is dramatic play, where I can see their creativity and reflect back at them. I’ve also incorporated this into my goodbye ritual, I’m an opening teacher at an extended day center, so I often leave before many of the children. It started out by singing “goodbye (name)” to everyone, but soon many children wanted to be called spiderman, princess sparkle, cannonball…. so it’s transformed into me saying goodbye, pointing at them, listening to their silly names, and singing it back to them. This ritual strengthens my connection with each child, and I always end the day with a smile.

[Leela]

Early learning providers have so many good opportunities to serve and return! A lot of a provider’s interactions with the child provide opportunities to observe, listen, model behavior, and engage with the child about their learning. For example, introducing a new work to a child can offer great opportunities to model and then observe, and engage further with learning about the topic or materials together.

[Alivia]

I think it can be hard to uphold a serve and return mentality in a classroom full of kids, but as teachers and caregivers we can create group activities which focus on the attention and participation of all. As well as group activities we can make sure we are moving around the classroom and giving each kid some of our focus each day.

[Trainer]

Alivia, your insight on creating group activities to maintain serve and return in a classroom is thoughtful and practical. Your mention of giving individual attention is crucial. Well done!

[Anjelica]

There are many things that a provider can do to foster a serve and return environment. Setting up interactive play such as circle time and group activities. This allows a child to explore new ways of thinking and embrace skills they might not have discovered yet through observing others play. Reading, allowing them to point and chose a book of their choice and then maintaining their attention throughout the book. Providing things with texture such as kinetic sand and or playdough, this gives the child new senses to explore. Any activity or toy that will spark their interest is an opportunity for a provider to open the realm of possibilities. Embracing the fact that the child is done with an activity and allowing them to initiate something new is great for a child. When they are no longer interested in something or they feel they have gotten the concept down, they venture off to look for a new activity. This is a great chance to. present something new and exciting. Always using your words and being descriptive is key! If a child’s is playing kitchen and has a banana in hand and looks to you for clues, this is a great time to introduce colors and or smells. Maybe say something like this banana is yellow and smells yummy. There is never too much to learn!

[Trainer]

Anjelica, your insights on fostering serve and return in the classroom through interactive play, reading, sensory experiences, and using descriptive language are excellent and align with best practices in early childhood education. Keep up the great work!

[Trainer]

Anjelica, your insights on fostering serve and return environments through interactive play, reading, and sensory experiences are commendable. Embracing children’s initiative and using descriptive language is key. Great contributions!

[Ciarra]

I like your points. An example of serve and return to me is a child at school pointing to a book they want to read and you say oh do you want to read this book and they say yes and you start reading the book together,

[Trainer]

Great example, Ciarra! Your understanding of serve and return in the classroom is spot on. It’s important for educators to engage in these interactions with children.

[Adriana]

Early leaning providers can create a “serve and return” environment by engaging in responsive interactions with children, incliding active listening to children, responding to their cues, encouraging back-and-forth conversations, and providing children opportunities for them to ask questions.

[Mauren]

I think that reading time is a great opportunity to serve and return, fist reading a part of the story and let the kids comment about it, showing them pictures and let them share what they see. Ask them open ended questions about the story being an active listener and lead them to participate in an exchange about the story. Every activity can be use for this purpose, circle time, playing games, Art activities and so on.

[Skylina Haley]

If they constantly show up and always put forth effort in their job.

[Trainer]

Skylina, serving and returning in the classroom involves more than just showing up and making an effort. It’s about active engagement and responsive interactions with students.

[Trainer]

Skylina, “Serve and Return in classrooms” refers to the interactions between teachers and students, building on each other’s communication. Can you elaborate on your point?

[Kylie Lambert]

I think a child care provider can create a “serve and return” environment by interacting with children and playing with them when they are playing with toys or books. You can also name things that children are playing with to help them remember. Sharing the focus with a child who in interested in a toy or activity and naming them is an example of “serve and return”.

[Trainer]

Kylie, you’ve highlighted the concept of “serve and return” beautifully. Your suggestions on interacting, playing, and naming items are excellent ways to create a nurturing environment in the classroom.

[Vero]

<font style=”vertical-align: inherit;”><font style=”vertical-align: inherit;”>Jugando con el niño haciendo diferente actividades de aprendizaje.</font></font>

[Aubrey Braese]

You could respond to babies crying quickly, and kindly, and acknowledge baby coos

[Trainer]

Great point, Aubrey! Acknowledging and responding to babies’ cues helps build a strong foundation for serve and return interactions in the classroom.

[Traci]

Our play based learning environment gives multiple ongoing interactions to do this with our students. Adults/teachers who interact with students have many opportunities to do this during the day. Even when I first arrive I join with a child playing and they start telling me what they are building or playing. Especially if it is a single child away from others. They thrive having an adult interested in whatever it is they are doing plus as I move around the room, it’s a great way to great and check in with each student.

[Sue Wolcott-Whitten]

If we watch a child, they will show an interest in a toy or object. We can ask a question about the object and wait for the child to respond. Once the child responds, we can continue the back and forth taking turns.

[Trainer]

Great observation, Sue! Engaging in serve and return interactions with children encourages their communication and cognitive development. Keep up the good work!

[Trainer]

Great insight, Sue! Engaging in back-and-forth interactions with children fosters their development and strengthens the bond between educators and students. Well articulated!

[Lindsey]

Circle time, asking questions, playing games that promote the “serve and return” idea.

[Skyler McCormick]

I think it can be as simple as being present. Of course we have other things that need our attention sometimes like cleaning and planning but this has been a good reminder that following a child’s lead during play and engaging with them is critical to their cognitive development.