(EYLF) Responsiveness to children

Educators are attuned to, and respond in ways that best suit, each child’s strengths, capabilities and curiosity. Knowing, valuing and building on all children’s strengths, skills and knowledge strengthens their motivation and engagement in learning. Educators are aware of, and respond to, the strategies used by children with additional needs to negotiate their everyday lives. They respond to children’s expertise, cultural traditions and ways of knowing, and the multiple languages spoken by some children, including by Aboriginal and Torres Strait Islander children. Educators are also responsive to children’s funds of knowledge (experiences and understandings), ideas, sociality and playfulness, which form an important basis for curriculum decision-making. In response to children’s evolving ideas and interests, educators assess, anticipate and extend children’s learning, development and wellbeing via open-ended questioning, providing feedback, challenging their thinking and guiding their learning. Educators are attuned to, and actively listen to, children so they can respond in ways that build relationships and support children’s learning, development and wellbeing. They make use of planned and spontaneous ‘teachable moments’ to scaffold children’s learning. 

Responsive learning relationships are strengthened as educators and children learn together and share decisions, respect and trust. Responsiveness enables educators to respectfully enter children’s play and ongoing projects, stimulate their thinking and enrich their learning.