By Amp Deekong

In early December 2024, about a year and a half after graduating from the Harvard Graduate School of Education where I first encountered Simple Interactions, I introduced the concept to early childhood teachers and caregivers at local child development centers in Mae Hong Son Province in Thailand. There, I was tasked with exploring how 'play and interaction' impact the development of children in these centers. Mae Hong Son is one of the poorest regions in Thailand, located on the border with Myanmar. The session was attended by over 40 caregivers and teachers from five childcare centers. Many of these educators belong to diverse hill tribe communities, including the Hmong, Karen, Lisu, Lahu, Lawa, Pa-O, and others, who reside in mountainous areas. The goal of the training was to help caregivers understand and apply the concept of brain architecture - the brain's connections that are formed gradually over time, beginning before birth, laying the foundation for all future learning, behavior, and overall health - and importantly, the connection between brain development and human interactions.
The session began with an overview of foundational knowledge on brain architecture in early childhood, emphasizing the critical role of human interactions. This was followed by an introduction to the Simple Interactions concept and the use of the translated SI tool to demonstrate its practical application. I designed a segment where participants learned about different SI domains by reflecting on their daily interactions with children and illustrating them on a piece of chart paper. This approach helped them draw connections to different types of interactions from their own experience, going beyond the simple illustrations in the tool.
The session began with an overview of foundational knowledge on brain architecture in early childhood, emphasizing the critical role of human interactions. This was followed by an introduction to the Simple Interactions concept and the use of the translated SI tool to demonstrate its practical application. I designed a segment where participants learned about different SI domains by reflecting on their daily interactions with children and illustrating them on a piece of chart paper. This approach helped them draw connections to different types of interactions from their own experience, going beyond the simple illustrations in the tool.

During the session, several caregivers and teachers noted that "The Simple Interactions concept reflects what I experience with the children every day, yet I had never encountered a theory or concept that so clearly articulates the significance of these small, everyday interactions." Most participants found the Simple Interactions approach highly useful and practical for their teaching and caregiving roles, as it is already a part of their daily routines. It emphasizes being mindful of the small and everyday interactions that happen between them and the children.
While the session was well-received and demonstrated clear benefits for caregivers and teachers, it was just the beginning. Implementing Simple Interactions in practice will require ongoing effort to help teachers and caregivers fully understand the ways in which the SI domains already show up in their daily interactions and support for children, and how they might build upon and deepen their relational work with children. This could involve integrating the concepts into the design of 'play activities' or even planning outdoor curricula for the children designed to create opportunities for developmental interactions. This marks the first step in a broader journey, with plans for additional training sessions in the future to further support the application of Simple Interactions in Mae Hong Son Province.
While the session was well-received and demonstrated clear benefits for caregivers and teachers, it was just the beginning. Implementing Simple Interactions in practice will require ongoing effort to help teachers and caregivers fully understand the ways in which the SI domains already show up in their daily interactions and support for children, and how they might build upon and deepen their relational work with children. This could involve integrating the concepts into the design of 'play activities' or even planning outdoor curricula for the children designed to create opportunities for developmental interactions. This marks the first step in a broader journey, with plans for additional training sessions in the future to further support the application of Simple Interactions in Mae Hong Son Province.