Example: Parents can imitate their baby's positive sound or actions as soon as the baby produces them and they notice how the baby recognizes that the parent is copying him or her.

Every baby is an individual with his or her own preferences for the pacing, intensity, and duration of interactions. Parents can respect their baby's signals and wait for the baby to take turns during reciprocal conversations and play.

Example: Parents can talk about what the baby is doing when he or she is eating, playing with toys, being bathed, being dressed, or going to bed; pause for the baby's responses during these "conversations"; and interpret their baby's emotional reactions to the activities.

When a baby is over stimulated, the baby may frown, avert his or her gaze, or turn away to signal the need for a brief timeout to restore equilibrium. When balance has been restored, the baby will invite parents to continue reciprocal interaction.

Example: Parents can learn their own baby's signals that indicate tension is building up and respect these.

Infants notice consistency and things that match. They respond to repetition and rhythms (with some variation to maintain interest) and to imitation of their actions and vocalizations. They make predictions on the basis of past consistent experiences as a way of organizing present experiences.

Example: Parents can combine nursery rhymes and songs with the games they play with their baby.

Infants feel effective when they can exert some measure of control over social interactions; this is essential in the development of self-confidence.

Example: Parents are saying to their baby the equivalent of "you are loved and valued--you are worthy of my attention" when they stop what they are doing and give their baby the few important moments of attention he or she needs and asks for.