Abstract

This article analyzes the theoretical foundations of responsive caregiving for young children and clarifies the requirements for developing responsive caregiving skills among Early Childhood Education students during their training. Drawing on key concepts and the characteristics of children’s needs for responsive care at different developmental stages, the study identifies the core components of responsive caregiving skills that students are expected to acquire. These include the ability to recognize children’s needs, provide appropriate responses, and engage in effective interactions during caregiving, nurturing, educational, and play activities. The article further examines major training pathways—such as practical coursework, observation placements, and teaching internships—that facilitate the formation and development of these skills. The arguments presented provide a theoretical basis for teacher education institutions in designing curricula and organizing training processes to foster responsive caregiving competencies among future Early Childhood Education teachers.

Keywords: Early Childhood Education, practicum, professional skills, responsive care, student training.