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

Application of indirect observation within mixed methods to contrast the results obtained through direct observation: a discussion with observed Pikler educators

“…The third and final stage, qualitative, corresponds to the interpretation of the results in relation to the objectives of the study and, in this case, Piklerian theory ( Anguera et al, 2018b ). Thus, the studies conducted on giving breakfast ( Belza et al, 2019 , 2020 , 2023a , b ; Belza, 2020 ), dressing to go out to the garden ( Belasko et al, 2019 , 2022 , 2023 ; Belasko, 2023 ) and free play accompanying ( Sagastui et al, 2020 , 2022 , 2023 , 2024 ; Sagastui, 2023 ) bring together some basic Piklerian ideas that, indeed, emerge from the analyzed daily educational practice, intimately related to each other. These are, among others, the methodical empathic adoption of the child’s perspective; a certain perspective taking or emotional distance, which allows an important degree of objectification when analyzing habitual situations; placing personal aspects under control, based on the internalization of a shared paidocentric or child-centered educational culture; the coherence and support of the educational team, which reflects together, periodically and systematically; the importance of daily observations and their analysis and elaboration, in view of the individual adjustments to each child; the heritage of the foster home, partly evident in the organization and functioning of the nursery school, and also latent in subtle educational attitudes that optimize the way of educating, ensuring its quality.…”