TRAINING CARE-RESPONSIVE SKILLS FOR EARLY CHILDHOOD EDUCATION STUDENTS

Abstract

This study identifies the theoretical framework for training care-responsive (CR) skills in early childhood education (ECE) students, focusing on objectives, content, and methods. The aim is to enhance their knowledge, attitudes, and skills in responsive caregiving through university-based learning. Practical activities and practicum in preschools further enhance students’ professional capabilities. The findings demonstrate that a systematic, evidence-based, and well-structured training approach enables students to effectively and adaptably master CR skills, aligning with contemporary practical requirements.