Part of a larger investigation of teacher-child-peer interactions among two- and three-year-old children in day care, this microanalytic study of toddler-initiated bids (attempts to communicate with caregivers) and teacher responses depicts in detail toddler-caregiver interaction. Subjects for the study were 25 males and 25 females between the ages of 24 and 30 months who were members of low-income families whose day care fees were paid by Title XX funds. APPROACH (A Procedure for Patterning Responses Of Adults and CHildren), a fine-grained ecological technique for observing and coding child interactions with peers, objects, and caregivers was used to record 80 minutes of behavior per child. From the APPROACH records, children's communication and interaction attempts with teachers were coded into one and only one of the following five categories: seeking help, requesting attention, distressed or negative approach to teacher, positive approach, and attempt to seek information. Teacher responses to toddler communication attempts were coded into one and only one of the following nine categories: ego boosts, teaching, questions, attends, combinations of positive with control or negative responses, commands, negative responses, ignores, and unknown. Findings concerning teachers' responsiveness to seeking help, requests for attention, distress/negative bids, positive bids, and seeking information are discussed in detail and implications for caregiver training are drawn. (Author/RH)