Every educator-learner interaction is an opportunity to develop and enhance supportive relationships which can strengthen trust, communication, and social learning.

• Be aware of and respect each learner's abilities and needs.
• Get to know your learners' interests and passions. 
• Respond to his/her own emotional states and communication styles.
• Create or identify the opportunities for genuine interaction with your learners throughout the day.
• Know how a learner signals (possibly non-verbally) that he/she is ready to engage in an interaction.
• Plan respectful exits when a child signals they are not ready for interaction, e.g. “Okay Sam, thanks for playing with me. I’m nearby if you need me.”

When you understand each learner's social, learning, sensory needs and stressors, you can prepare how to respond respectfully if a learner demonstrates that an interaction is not currently welcome.

• Check for readiness to engage in an interaction, such as approach, eye contact/glance, proximity, handing you a toy.
• Engage in one-to-one interactions with the learner as planned e.g., welcome the learner at the start of the day.
• Introduce topics that the learner is interested in. You can do this formally e.g., topic-based class news times or informally.
• Use descriptive commenting to open interaction and labelled praise where appropriate:
  “Sam, that looks like a special sandcastle! I wonder who lives there.”

• Observe first, then join beside the child (from parallel play to interactive play) 
• Match their focus (blocks, sensory area, pretend kitchen) and mirror simple actions 
• Use people‑play routines (roll ball back‑and‑forth, peekaboo, push‑pull cars) to build turn‑taking skills
• Expand gently by adding one small idea (a ramp, a sound effect, a new role in pretend play) 
• Scaffold language by using echo and expand; pair words with gesture/visuals, e.g. Child: “Car.” Adult: “Red car—ready, set, go!”

• Encourage two‑person activities, such as rolling ball, musical instruments, ring stackers, etc.
• Prompt entry with scripts and visuals: 
  
  • Adult to child: You can say ‘My turn?’ or show a my turn card.
  • Adult to peer: “Let’s save this block for Sam—thanks for waiting.”
• Model and narrate kindness and turn‑taking: 
  
  • “You gave Mia the blue bucket. That was nice.”
• Bridge parallel play: “Sam is cooking soup. Mia, you can bring the spoon.”
• Fade educator support as children sustain interaction for a few turns

• Learn the child’s stop/finished signals, such as turning away, covering ears, pushing item away, or moving to a quiet space.
• End warmly and clearly: “Thanks, Sam. Finished now. I’m nearby if you want more.” 
• Offer an alternative, such as a quiet corner, movement break, or preferred solo play.
   

• Evaluate interactions with a particular learner, such as:
  • What worked (e.g., greeting choice, ball‑rolling turn‑takes) 
  • What didn’t (e.g., too noisy near block area) 
  • Next meaningful step (e.g., add “my turn” card; try quieter corner for start)
• Identify possible areas for improving the quality of the interaction.

Use the EYLF Planning Cycle to interact with every child

• Observe: what cues a child uses to demonstrate ready/not ready for interaction and play; what interests the child has; and any sensory preferences or stressors
• Assess: what interaction strategies are currently working and where the child might need additional support
• Plan: select appropriate opportunities for intentional interaction and prepare visuals if required
• Implement: follow the child’s lead in interactions and be responsive to the needs in the moment
• Evaluate: any changes to the child’s interactions with educators or peers

How will I know if it’s working?

• The learner’s interactions with peers and educators are increasing in frequency
• The learner responds well to educator interactions
• The learner is engaged and motivated to come to the EC centre.