Everyday Interactions Matter (EIM) encourages early childhood educators to reflect on and learn from their everyday moments with children.
Professional development for positive interactions.
Developed in partnership with Trying Together and the Fred Rogers Institute, PEDALS launched this research-informed program in classrooms serving children ages birth through three.
The adaptability of EIM’s framework allows us to effectively support educators working with children of all ages, helping to foster meaningful growth and connection through every interaction.
Learning through relationships.
Through EIM, educators observe and reflect upon powerful moments of growth, sharing, learning, and belonging in their everyday interactions with young children. The strength-based approach focuses on what educators do well and initiates dynamic discussions on what it means to interact.
Video footage of interactions between adults and children serves as the raw material for facilitating professional growth.
Using the Simple Interactions tool developed through the Fred Rogers Institute, we nurture the following elements.
Connection
Being mutually present and in tune.
Reciprocity
To-way “serve and return,” balancing roles of engagement.
Inclusion/Belonging
Inviting and involving all, especially those who are the least likely or least able to engage.
Opportunities to Grow
Scaffolding and fading (adjusting the level of support a learner receives as they work toward a goal).
The EIM experience.
Learning through reflection.
At the core of EIM is the understanding that simple yet profound adult-child interactions are the foundation for all learning and growth. Once we adopt this reflective lens, our observations and interactions shift in meaningful ways, deepening our practice and connection.
Through EIM, educators engage in guided reflection using video clips of adult-child interactions, exploring questions such as:
- What did we notice? Describe the observable behaviors, emotions, and interactions.
- What is our practice? What intentional decisions guide the educator’s responses in real time?
- Share the practice. Discuss patterns, similarities, and differences across environments.
- Re-watch the clip. Are there subtle cues, moments, or dynamics we missed the first time?
This reflective process enhances attunement and shifts perspective, empowering educators to respond with greater intention and presence. By noticing, naming, and understanding these interactions, we create authentic opportunities for connection and growth that form the foundation for children’s social, emotional, and cognitive development.
A community of practice.
Participating educators have the opportunity to learn and grow from each other, building a community of their own. Mentors model connection, reciprocity, inclusion, and opportunities to grow during sessions, and focus on educators’ strengths to build trust and uplift the participants’ expertise.
Collecting real-time data.
PEDALS collects data throughout the program to measure progress, improve quality, and ensure sustainability. Early child educators report weekly progress through an online platform, while coaches complete a monthly tracking form that assesses teachers’ use of strategies. We use this data to set goals and adjust the curriculum based on the classroom’s needs.
Achieving meaningful results.
In post-program surveys, early childhood agencies unanimously report satisfaction with the curriculum and coaching. Our educational partners typically experience improved SEL skills (in both teachers and children) and a decrease in challenging classroom behaviors.
Through PEDALS, educators deepen their relationships with children, fostering a more connected and supportive environment. Parents, empowered by their child’s progress, feel more confident and involved, enhancing home-to-school engagement.
This collaborative approach creates a thriving, inclusive community where everyone can grow and succeed.
