to communicate and interact across cultures is unclear. Give priority to 1 warm, respectful relationships between professionals and children Comments One of the theoretical foundations of LLLI is the responsivity hypothesis which promotes the use of responsive language input (i.e. building on the focus or topic of interest). In child’s this respect, the program encourages a responsive EC environment one of the features of warm, respectful – relationships. The program also encourages respectful interactions between educators and children through, for example, strategies that encourage balanced conversations that require educators to listen carefully to children and not dominate the conversation. Although these aspects of the program clearly help to create a warm, responsive EC climate, the program is not intended to teach educators how to respond appropriately to emotions (even children’s though that may be an indirect effect of their responsive interactions with children) and in that sense only partially meets this criteria. Encourage and 2 support children to have respectful relationships with other children and to teach and learn from each other Comments One of the three of responsive interaction “clusters” included in LLLI is interaction-promoting strategies which urge educators to encourage conversations between educators and children in small groups which offer – opportunities for children to teach and learn from each other. Interact with 2 children to extend their learning in a variety of ways The foundations of the program which include responsive – interaction, child-oriented strategies and
to communicate and interact across cultures is unclear. Give priority to warm, respectful relationships between professionals and children 1 Comments One of the theoretical foundations of LLLI is the responsivity hypothesis which promotes the use of responsive language input (i.e. building on the child’s focus or topic of interest). In this respect, the program encourages a responsive EC environment – one of the features of warm, respectful relationships. The program also encourages respectful interactions between educators and children through, for example, strategies that encourage balanced conversations that require educators to listen carefully to children and not dominate the conversation. Although these aspects of the program clearly help to create a warm, responsive EC climate, the program is not intended to teach educators how to respond appropriately to children’s emotions (even though that may be an indirect effect of their responsive interactions with children) and in that sense only partially meets this criteria. Encourage and support children to have respectful relationships with other children and to teach and learn from each other 2 Comments One of the three “clusters” of responsive interaction included in LLLI is interaction-promoting strategies which urge educators to encourage conversations between educators and children in small groups – which offer opportunities for children to teach and learn from each other. Interact with children to extend their learning in a variety of ways 2 The foundations of the program – which include responsive interaction, child-oriented strategies and
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