I

Approaches to Learning

A

Curiosity and Interest

Child approaches the world with curiosity and develops knowledge about specific topics.

0–9 months – See this age across all domains Infants

What educators might observe

• Will gaze at something that has caught their attention (e.g., a fan, pinwheel, or a mobile)
• Changes behavior when interested in an object, person, or experience (e.g., by becoming quieter or louder, or by changing facial expressions)
• Explores educator’s face, hands, or clothing while feeding, by staring and reaching out to touch their features
• Explores the way objects, such as leaves or applesauce, feel
• Finds objects and puts them in their mouth
• Looks at themselves in the mirror and tries reaching their own reflection

Ways educators might support the child's development

• Observe, record, and reflect on the child’s movement, responses, reactions, and gestures
• Invite the child to participate in exploring their senses by naming them (e.g., “Yes, you feel the sun on your face. It is warm. Oh no. No more sun. I wonder where the sun goes. Oh Mr. Sun where did you go?”)
• Listen to the sounds of nature together:
  • Rain falling
  • Birds chirping
  • Older children playing
  • Leaves rustling the trees
  • Dogs barking
  • Wind chimes

B

Initiative

Child pursues their own goals.

0–9 months – See this age across all domains Infants

What educators might observe

• Actively explores the environment with their senses
• Engages familiar adults in interactions (smiling, approaching, gesturing)
• Rolls or crawls closer to touch an object
• Reaches for something of interest, such as a caregiver’s glasses or a toy
• Tries to hold bottle and feed self

Ways educators might support the child's development

• Allow the child to freely explore the learning environment
• Remove items such as bouncers and electronic swings that restrict a baby’s movement
• Place interesting and appealing materials in the child’s line of sight, so they can choose what objects and materials to move toward and take initiative to explore
• Allow the baby to feel and mouth the books and objects

C

Persistence and Attentiveness

Child focuses on tasks and perseveres in accomplishing them.

0–9 months – See this age across all domains Infants

What educators might observe

• Repeatedly shakes rattle to produce noise
• Holds the attention of their caregiver (e.g., smiles, babbles, sustains eye-contact, cries)

Ways educators might support the child's development

• Respond to the child’s need for rest and nourishment as a precursor to the child being attentive and persistent
• Create time in the day in which the educator sits on the floor with the child as they freely engage with materials of interests
• Enthusiastically mirror a child’s delight and joy
• Be present for the child; hold them for extended periods while singing, humming, and sharing spontaneous stories aloud
• Remove screens and electronic toys from the learning environment in order to foster deep and meaningful engagements

D

Creativity and Inventiveness

Child uses their imagination to create and invent.

0–9 months – See this age across all domains Infants

What educators might observe

• Imitates expressions on caregiver’s face
• Shakes, mouths, and drops objects

Ways educators might support the child's development

• Meet the needs of the children so they experience trust, happiness, and joy
• Have fun with the child— laugh, sing, giggle, and dance
• Include pictures of babies and children showing different emotions from different cultures in the learning environment
• Provide a variety of teethers that are different sizes, and textures and that make different gentle sounds