Precise Identification, Scientific Response, and Systemic Support: Practical Dilemmas and Optimization Paths for Responsive Caregiving in Nursery Classes

Abstract

Responsive caregiving is a crucial component of high-quality care and education in nursery classes. It serves as a vital pathway
for implementing the philosophy of "Life as Education" and is a key measure for promoting the formation of secure attachment and social
development in infants and children aged 0-3. Against the backdrop of the rapid development of integrated nursery-kindergarten systems, responsive caregiving in nursery classes still faces numerous challenges: insufficient adaptability due to obvious individual differences among
children, deviations in interpreting needs due to weak expressive abilities, and a lack of scientific rigor in responses caused by simplistic conflict resolution methods. Focusing on "precise identification, scientific response, and systemic support, " this paper explores three dimensions:
personalized response, needs identification and interpretation, and the scientific handling of conflicts. It proposes safeguard strategies from
three levels: enhancing teachers' professional literacy, constructing on-campus support systems, and strengthening home-school collaboration
mechanisms. These strategies aim to resolve the current issues of "hollowness, homogenization, and low efficiency" in responsive caregiving,
enhance the academic rigor and operability of caregiving practices, and provide theoretical references and practical solutions for the implementation of high-quality responsive caregiving.