Why Ms. Rachel Works: A Framework Every Kids’ Media Creator Should Know
Using the Simple Interactions Tool to build better hosts, characters, and interactive media for kids.
In this month’s read, When You Wonder, You’re Learning, the authors introduce a simple idea: Meaningful learning happens in the context of human connection.
But in a world where kids are increasingly engaging with screens, apps, and AI companions, it raises an urgent question:
How do we design for connection in a digital world? How can we make sure that characters, tools, and technologies do more than just deliver information or keep kids busy?
In Chapter 3, we’re introduced to a framework called the Simple Interactions Tool. Originally developed by Dr. Junlei Li and colleagues at the Fred Rogers Institute and Harvard’s Center on the Developing Child, this free resource helps adults recognize and strengthen the everyday ways they support children’s development. It’s used in classrooms, homes, and libraries.
I first learned about it back when I was at “grad school in Boston.” When Dr. Li presented it, I remember thinking: This is clearly meant for educators, caregivers, and community leaders, but what if creators used it too?
In kids’ media, we’re often taught techniques that “work” in preschool television to boost engagement: Have the host pause, engage, break the fourth wall. But the truth is, not all character interactions are created equal. Simply inserting these moments isn’t really enough.
That’s where I think the Simple Interactions Tool can come in. Although it was designed to observe real-world relationships, as media becomes more and more interactive, it holds huge potential as a framework for designing kids media experiences, whether a host on YouTube, a narrator in a game or book, or as an AI companion.
🔍 A Case Study on Ms. Rachel: Could This Tool Be the Secret to Her Magic?
My friends and family are always asking me:“Is this show okay for my kid?”And lately, all the questions are about Ms. Rachel.
Some parents are amazed by how their toddlers light up when she’s on screen. Others admit they’re a little uneasy when their kids go into a trance, totally hypnotized.
But should that be a red flag? Or could it be a clue that something deeper is working?
As I revisited the Simple Interactions Tool, I immediately thought of Ms. Rachel. It’s clear kids aren’t hooked just because her videos are fun or flashy. Something else is happening.
And I started wondering: Could this framework help breakdown what makes Ms. Rachel so engaging and successful?
Let’s take a closer look:
1. Connection
Ms. Rachel encourages connection with continuous eye contact that is soft, focused, and steady. It’s not just a screen-facing performance, it feels like she’s looking right at you. It’s the kind of eye contact you’d expect from a caregiver down on the floor, fully present and in tune.
Throughout a video, you’ll hear her repeat words and name feelings: “I’m happy!” or “Can you say ‘ball’?” again and again. She’s not doing this just to fill time, she’s deliberately reinforcing vocabulary, pacing it perfectly for little brains to absorb.
Her voice is warm and slow. There’s no chaotic editing and no sensory overload. It’s just calm. This creates a sense of psychological safety, a foundation for learning, especially in early childhood.
This is exactly what causes the “hypnotized” effect parents are noticing. What looks like zoning out is actually zoning in. It’s focused engagement. It’s what happens when a child feels seen and connected.
2. Reciprocity
Ms. Rachel consistently creates moments of mutual exchange. Even in a one-way medium like video, she models respectful turn-taking and makes space for the child’s voice, allowing even the quietest viewers to be heard.
Ms. Rachel pauses after asking questions. For adults, it might feel a little long at times. But for toddlers, it’s an invitation. It gives them time to process and respond. Even if she can’t hear their answer, she makes space for it.
Not only does she create this space, she acts like she’s listening. She nods. She smiles. She reacts as if she can hear the child who just spoke. These small cues model what good communication looks like: a respectful, back-and-forth exchange, even though it’s on a screen.
For the audience, it feels like a real conversation. Kids don’t just watch Ms. Rachel. They talk back. They wave. They shout answers. And that kind of “parasocial” interaction, when done right, can actually support healthy communication and social development.
3. Inclusion
Ms Rachel gets kids moving and grooving. Whether it’s clapping and signing or repeating and dancing, Ms. Rachel always invites kids to join in with her. It’s simple, rhythmic, and easy to follow, which makes it accessible for a wide range of ages and abilities.
With phrases like “Can you try?” and “Say it with me,” she gives kids a clear role. She treats them as participants. They’re never just viewers, they’re in it with her.
Even the smallest actions, like pointing or waving, are treated as meaningful in the world of Ms Rachel. She creates moments that are both joyful and developmentally appropriate. She invites kids to feel confident, included, and proud of what they can do.
4. Opportunities to Grow
Every episode of Ms Rachel is filled with small, scaffolded steps. Whether it’s saying a new word, copying a gesture, or naming an emotion, she’s constantly creating gentle challenges and supports along the way.
She knows where kids are, and slowly nudges them forward. This is the heart of scaffolding. Her routines are simple and repetitive, but they’re also purposefully layered. She builds confidence while slowly stretching skills.
It’s clear Ms Rachel believes in her audience. She speaks with warmth and clarity, offering real encouragement. She doesn’t just give answers, she helps kids discover them. It’s not about rushing kids to a milestone, it’s about giving them the space and support to grow, explore, and try again.
High Quality Screen Time
The Simple Interactions Tool wasn’t designed to evaluate media hosts or assign a rating to on-screen performance. It was developed to help adults reflect on how they connect with children in everyday moments. But when we use its lens as a way to observe and learn from media experiences, something about Ms. Rachel stands out.
Across all four dimensions (Connection, Reciprocity, Inclusion, and Opportunities to Grow), Ms. Rachel consistently models the kinds of warm, responsive and high quality interactions that support child development.
This isn’t just screen time that holds attention, it’s screen time that mirrors the core qualities of a trusted adult-child relationship. So while the tool wasn’t built for creators, Ms. Rachel shows us what it might look like when a character, or a show, brings those values to life.
💡How to Use the Simple Interactions Tool in Your Own Work
So what can we take away from this as creators?
If you’re developing a character, a host, or any interactive experience for children, it’s easy to incorporate the classics at face value: Have them pause. Make eye contact. Say something cheerful like, “Hey there, friend!”
A good script gets you part of the way there, but the Simple Interactions Tool can help shape it into an engaging and impactful experience.
Think of it as a character check-in tool:
Instead of just looking at what your character does, use this framework to explore how they show up for children:
Connection: Does your character communicate warmth, focus, and emotional presence, even through a screen or page?
Reciprocity: Are they inviting real responses? Do they pause, listen, and model respectful communication?
Inclusion: Do they make room for children to participate, move, try, mimic, and feel like an essential part of the moment?
Opportunities to Grow: Do they support, scaffold, and gently stretch a child’s skills and confidence over time?
Try it across formats:
Becoming a YouTube host for early learners? Use this tool to ensure the pacing, tone, and engagement style support real back-and-forth interaction, not just flashy attention grabbing elements.
Creating a game narrator or guide? Ensure your character provides more than instructions. Are they encouraging? Do they celebrate effort, not just wins? Are they playful and patient?
Developing a picture book character who “breaks the fourth wall”? Think about how that character invites the reader in. Are they playful with the child, or simply talking at them?
Scripting content in apps or edtech tools? Use Simple Interactions as a gut check: Does the experience invite meaningful engagement? Does it feel relational, not robotic?
Writing dialogue for an AI companion or chatbot? Apply the four dimensions to script responses that feel human, emotionally attuned, and developmentally supportive.
Designing with Connection in Mind:
As interactivity becomes the norm and the expectation for kids across platforms, this framework shouldn’t be limited to educators or caregivers. It should be used by anyone shaping experiences for children.
Of course, no screen, script, or AI companion can ever replace real human connection.
But the more we intentionally incorporate the elements of Simple Interactions, the more effective and impactful our tools can become.
When digital experiences incorporate this framework, they make space for emotion, curiosity, and growth. And in a world where kids are engaging with characters across more platforms than ever, it’s the most important design choice we can make.
👋 Before You Go...
If you found this article interesting, please like, comment, share, or re-stack! It helps connect us to more creators, educators, and curious minds!
Want to read along with me? Grab your copy of this month’s book here.
Working on something for kids and families? Let’s connect! I’m open for freelance and consulting work. I help teams develop original kids’ series, build character-driven worlds, and bring stories to life across TV, digital, and emerging platforms. Learn more about my work and reach out to collaborate here 👉: www.julietmenz.com
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Thanks for being part of Kids’ Media Book Club from the beginning. ✨