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• Activity 1.1 Interaction - Voices from the Field

  After listening to the Voices from the Field content, review these questions and considerations.

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• Activity 1.2 Interaction - Self-Reflection Tool

  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.

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• Activity 1.3 Interaction - Action Plan

  How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!

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• Adult-Child Interaction Checklist - by Activity

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• Audio 1.1 Voices from the Field: Catherine Corr

  For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 1)

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• Audio 1.2 Voices from the Field: Catherine Corr

  For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 2)

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• Audio 1.3 Voices from the Field: Catherine Corr

  For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 3)

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• Audio 1.4 Voices from the Field: Catherine Corr

  For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 4)

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• Audio 1.5 Voices from the Field: Dr. Jeanette McCollum

  Dr. Jeanette McCollum provides tips on how to take children's and families' cultural context into consideration. (Question 1)

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• Audio 1.6 Voices from the Field: Dr. Jeanette McCollum

  Dr. Jeanette McCollum provides tips on how to take children's and families' cultural context into consideration. (Question 2)

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• Audio 1.7 Voices from the Field: Samtra Devard

  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.

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• Audio 1.8 Voices from the Field: Dr. Rashida Banerjee

  Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 1)

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• Audio 1.9 Voices from the Field: Dr. Rashida Banerjee

  Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 2)

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• Backpack Connections: How to Understand the Meaning of Your Child's Challenging Behavior

  Resource from the Technical Assistance Center on Social Emotional Intervention (TACSEI) for supporting children's social emotional development.

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• Check Your Knowledge - Module 1 Lesson 1

  Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 1 Lesson 2

  Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 1 Lesson 3

  Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 3 Take Action

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• Crosswalk for Interaction Module 1

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• DEC Recommended Practices - Interaction

  List of DEC Recommended Practices for Interaction.

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• Early Childhood Classroom Interests Tool

  Classroom tool for identifying children's interests related to early language and literacy from the Center for Early Literacy.

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• Family Practice Guide - Playing With Friends

  Family practice guide for supporting children's interactions with peers from the Early Childhood Technical Assistance Center (ECTA).

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• Handout 1.1 Interaction - Ask the Expert

  Dr. Jeanette McCollum answers questions about early interactions.

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• Handout 1.2 Interaction - The Research Supporting DEC Recommended Practices on Interaction

  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.

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• Handout 1.3 Interaction - Supporting Child Interactions - Learn More

  Additional resources to help you learn more about child interactions.

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• Handout 1.4 Interaction - Adult-Child Interaction Checklist - by Activity

  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.

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• Handout 1.5 Interaction - Blank Observation Form

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• Handout 1.6 Interaction - DEC Recommended Practices

  DEC Recommended Practices list for Interaction

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• Practitioner Practice Guide - Adult-and-Child Shared Reading

  Practice guide for using shared reading activities to support interaction from the Early Childhood Technical Assistance Center (ECTA).

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• Practitioner Practice Guide - Nursery Rhymes and Child Interactions

  Practice guide for using nursery rhymes to support interaction from the Early Childhood Technical Assistance Center (ECTA)

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• Practitioner Practice Guide - Peer Social Interactions

  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.

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• Presentation Handout - Module 1 Lesson 1

  Presentation handout for Module 1 Interaction, Lesson 1 Ask the Expert

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• Presentation Handout - Module 1 Lesson 2

  Presentation handout for Module 1 Interaction, Lesson 2 Gathering Information

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• Presentation Handout - Module 1 Lesson 3

  Presentation handout for Module 1 Interaction, Lesson 3 Take Action

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• References and Resources - Module 1 Interaction

  References and resources for Module 1 - Interaction

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• Video 1.1 - Infants and Toddlers

  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.

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• Video 1.10 - Parent/Child 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?

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• Video 1.11 - Cues and Interests

  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?

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• Video 1.13 - Wait and Watch

  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.

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• Video 1.14 - Parent/Child Interaction

  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.

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• Video 1.15 - Shared Reading, Part 1

  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.

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• Video 1.16 - Shared Reading, Part 2

  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!

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• Video 1.17 - Joint Attention

  In this video, you will see a father holding his daughter and playing a game of copycat.

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• Video 1.2 - Infants and Toddlers 2

  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.

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• Video 1.3 - Preschoolers

  In this video, children explore water temperature with their teacher.

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• Video 1.4 - Child, Mother, and Toy

  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.

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• Video 1.5 - Squeaky Toy

  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.

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• Video 1.6 - Water Play

  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.

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• Video 1.7 - Water and Dirt Play

  In this video clip you will see a child engaging in water play. Pay attention to the behaviors to show what holds his interest.

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• Video 1.8 - Ball Pool

  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.

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• Video 1.9 - Block Play

  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.

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• Voices From the Field - Interaction - Catherine Corr

  Dr. Catherine Corr shares how the interactional practices can make a difference in the lives of children who might have experienced abuse or neglect.

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• Voices from the Field - Interaction - Jeanette McCollum

  Handout for Module 1 Interaction, Voices from the Field - Jeanette McCollum

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• Voices From the Field - Interaction - Rashida Banerjee

  Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments).

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• Voices From the Field - Interaction - Samtra Devard

  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.

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