Keys to Responsive Feeding in Early Education: Systematic Observation of Pikler-Lóczy’s Educators’ Behaviour During Breakfast

Abstract The responsive feeding style has been researched to date using indirect techniques, mainly in family contexts. This supports children’s capacity for self-regulation, which is why the present study aims directly and systematically observe method a school context, focusing specifically on behaviour of two educators working at Emmi Pikler Nursery School during breakfast time with different groups. observation instrument used was field format created ad hoc that measures basic dimensions said behaviour: instrumental relational. A total 25 sessions were recorded lag sequential analysis performed detect behavioural patterns care activity. results reveal common pattern shared by both (instrumental relational) includes key elements group-based feeding.