THE IMPORTANCE OF RESPONSIVE engagement in early childhood education and care (ECEC) is well established and is a fundamental tenet of framework documents that guide early childhood practice in Australia. How to achieve this responsivity in practice is less established and often not detailed in professional resources available to early childhood educators. This paper presents detailed transcripts of interactions between children and teachers during play-based mathematics activities in different early childhood education settings in Melbourne, Australia. Extracts from transcriptions of interactions during the activities demonstrate that, when educators paused prior to responding to children, or after children had responded, their contingent responses were more sensitively attuned to the children's contributions. Attuned responses following a pause facilitated higher quality emotional support. This evidence demonstrates the importance of pausing to promote relationships that are responsive and respectful, and that enable children to engage in learning.
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