Abstract

This study investigated toddler caregivers’ ability to notice effective classroom interactions and indicators of toddler development, including the degree to which these abilities predict the quality of their own classroom interactions with toddlers. Sixty-one toddler caregivers completed a video-based noticing assessment prior to participating in a professional development study. Results indicate that caregivers's noticing abilities are relatively low overall, with caregivers’ abilities to notice indicators of toddler development being lower than their ability to notice effective caregiver-child interactions. There is initial evidence to support the predictive value of the ability to notice effective caregiver-child interactions to caregivers’ enacted effective interactions.