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Responsivity Checklist

³Ô¹ÏÍø Training & Curriculum Specialist Social & Emotional Development Lesson 4 Explore Responsivity Checklist
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ACTIVITY ID: 26641
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Directions: Use this checklist to observe and document competencies that specifically address staff responsiveness. As you observe and reflect on a staff member’s practice, indicate how often the staff member performs the following actions using the scale provided. Share your observations with staff and use the information learned from the checklist to identify goals and focus your coaching interactions.

Key: 1 = Never 2 = Rarely 3 = Occasionally 4 = Frequently 5 = Always

 

Response Quality:

  1. Responds immediately and appropriately to children who are asking for help.
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  2. Responds with excitement when a child is excited about doing something new.
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  3. Responds quietly and calmly when a child is hurt or crying.
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  4. Responds immediately and appropriately to match a child’s needs.
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Synchrony:

  1. Works to ensure you have reciprocal and rewarding relationships with each child.
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  2. Laughs with children about events, stories, games, songs, etc.
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  3. Plays/interacts with children with the activities or games they enjoy in the classroom or on the playground.
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Mutuality:

  1. Looks at what children are looking at and comments on it.
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  2. [For early childhood]: Points to and comments on objects, pictures, events in the classroom or playground and encourages children to look at the same things.
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Positive Attitude:

  1. Frequently displays positive affect and attention to all children.
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  2. Says at least five positive comments for every negative or directive comment to both parents and children.
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  3. Makes positive comments to all children across all activities.
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Stimulation:

  1. Arranges and adapts the environment to provide multiple opportunities for children to play, learn and engage with each other.
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  2. Includes a range of developmentally appropriate materials and activities each day in response to the range of needs of the children in the classroom or program.
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  3. Intentionally teaches the children to engage with the materials in the classroom or program.
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  4. Encourages children to persist with difficult tasks.
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³Ô¹ÏÍø:

  1. ³Ô¹ÏÍøs children in independent active engagement with materials and peers.
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  2. Arranges multiple, contextually relevant opportunities for children to interact with other children and support their interactions when appropriate.
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  3. Notices appropriate behavior and makes positive comments to all children when they are actively engaged and interacting with each other.
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  Notes: