Over the past 30 years, in collaboration with colleagues, I have developed an approach to supporting early learning that seeks to deepen our understanding of child development, the adult role and the impact our interactions and the nursery environment can have on young children.
Called Responding to Process, the approach takes as its starting point the cognitive and physical processes that are emerging in young children – principally self-regulation and executive function – and shows that it is through gentle, respectful and thoughtful responses to children that we can become great early years practitioners.
After many years supporting educators to develop their role, I have found that a deeper understanding of early learning and more effective support for children emerge when the educator is tuned into thinking about these emerging processes. The result is interactions that are much more powerful, precise, kind and truly supportive of young children.
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