What is a key characteristic of child-initiated responses in incidental teaching?

The key characteristic of child-initiated responses in incidental teaching is that these responses can be both verbal and non-verbal. This approach allows children to express themselves in various ways, reflecting their understanding and engagement with the environment around them. By accommodating both forms of expression, the incidental teaching method fosters natural communication and supports the child’s ability to convey their thoughts and feelings effectively.

In this context, emphasizing that responses can be non-verbal is essential, as it recognizes the communicating abilities of young children who may not yet have developed extensive verbal skills. This flexibility is crucial in promoting communicative competence, as it aligns with child development principles that advocate for recognizing and validating all forms of communication.