Abstract
Co-regulation is central to infants’ and toddlers’ developing emotional regulation, yet educators often need to make responsive decisions in real time during everyday classroom routines. This research-to-practice article translates developmental and early childhood research into a practical four-part reflection guide: Notice, Respond, Observe, and Adjust. The article examines how educators can attend to children’s gestures, movements, vocalizations, and participation when supporting arrival and separation, caregiving routines, play, and peer encounters. It emphasizes responsive support that adapts to children’s individual communication, developmental needs, family knowledge, and classroom context. Drawing on recent empirical research and published educator observations, the article offers practical examples, a reflection tool, and professional-learning questions to support thoughtful co-regulation in infant and toddler settings.
Recommended Citation
Kung, Tony
(2026)
"Notice, Respond, Observe, Adjust: Everyday Co-Regulation with Infants and Toddlers,"
Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators: Vol. 2:
Iss.
3, Article 2.
Available at:
https://repository.lsu.edu/spark/vol2/iss3/2
Included in
Child Psychology Commons, Developmental Psychology Commons, Early Childhood Education Commons, Educational Psychology Commons, Teacher Education and Professional Development Commons