Focus is on increasing the child’s noticing of the caregiver. Attention is treated as the entry condition for interaction. The caregiver reduces repeated calling and instead uses presence, positioning, and simple actions to become more observable and relevant within the child’s environment. This increases the likelihood of visual orientation and initial connection.

Focus is on sustaining shared interaction once attention is established. The caregiver joins the child’s ongoing activity rather than redirecting it, maintaining proximity and continuity. This supports the development of shared attention and increases the duration of interaction, which is necessary for learning through repetition.

Focus is on communication as an outcome of interaction rather than direct teaching. Through shared attention and coordinated participation, the caregiver responds consistently to the child’s signals, whether nonverbal or verbal. This strengthens the link between intention and expression, allowing communication to develop gradually

Focus is on understanding behaviour within the interactional context. Behaviour is viewed as influenced by the quality of engagement and responsiveness. The caregiver modifies responses to reduce escalation, increase predictability, and support adaptive patterns, thereby improving regulation within interaction.

Focus is on stabilising interaction patterns across daily routines. Consistent caregiver behaviour supports sustained synchrony, engagement, and communication. The emphasis is on maintaining continuity across settings so that interaction becomes a stable and reliable context for development.