The responsive feeding style has been researched to date using indirect techniques, mainly in family contexts. This style supports children’s capacity for self-regulation, which is why the present study aims to directly and systematically observe the method in a school context, focusing specifically on the behaviour of two educators working at the Emmi Pikler Nursery School during breakfast time with two different groups. The observation instrument used was a field format created ad hoc that measures two basic dimensions in said behaviour: instrumental and relational. A total of 25 sessions were recorded and a lag sequential analysis was performed to detect behavioural patterns during the care activity. The results reveal a common pattern shared by both educators in both dimensions (instrumental and relational) that includes key elements of group-based responsive feeding.