I

Approaches to Learning

A

Curiosity and Interest

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

15–24 months – See this age across all domains Toddlers

What educators might observe

• Points to objects, vocalizes, and looks to educator to identify the object
• Brings objects they are curious about to an educator
• Takes things apart
• When walking outside, stops to examine objects, such as a leaf
• Will play with one object again and again (e.g., asks to hear the same book, and books on the same topic, again and again)

Ways educators might support the child's development

• Ask families what the child is interested in, and invite them to contribute objects related to the child’s interests to the learning environment
• Include different kinds of building materials in the learning environment:
  • Blocks
  • Cylinders
  • Tunnels
  • Ramps
  • Recycled materials
• Build obstacle courses for the child to climb on and crawl through
• Provide opportunities for the child to observe live animals

B

Initiative

Child pursues their own goals.

15–24 months – See this age across all domains Toddlers

What educators might observe

• Vocalizes to express desire for an object or curiosity about it, with such phrases as “Dis?”
• Tries activities that their educator suggests they engage in (e.g., goes down the slide after their caregiver suggests it)
• Is inspired by the activities of their peers (e.g., after seeing another child push a doll stroller, tries to take the doll stroller and push it themselves)
• Looks or points at activities that they are interested in participating in

Ways educators might support the child's development

• Build opportunities throughout the day for the child to make simple choices
• Slow down to the child’s pace, showing interest in what they are doing

C

Persistence and Attentiveness

Child focuses on tasks and perseveres in accomplishing them.

15–24 months – See this age across all domains Toddlers

What educators might observe

• Tries many ways of getting to an object that is out of reach
• Wants to do favorite activities and practice developing skills over and over again (e.g., repeatedly jumps off low step)
• Continues to try a difficult task when a caregiver sits close to them

Ways educators might support the child's development

• Ensure that the child’s caregiving needs are met so that they can focus on the task at hand
• Join the child in paying attention to an object or experience of interest
• Talk with the child about their activities using open-ended questions, such as “How did you do that? Tell me more.”
• Notice the child’s verbal and non-verbal expressions of determination, such as “Me do.” Provide time for the child to attempt the task independently and acknowledge their effort

D

Creativity and Inventiveness

Child uses their imagination to create and invent.

15–24 months – See this age across all domains Toddlers

What educators might observe

• Invents new uses for everyday materials ( e.g., bangs on pots and pans)
• Tries different combinations of objects (e.g., tries to fit small blocks into a peg sorter)
• Imitates adult’s idea (e.g., following educator’s example to makes themselves a necklace by stringing large beads or tubes together)

Ways educators might support the child's development

• Include open-ended materials in the learning environment
  • Various wooden blocks
  • Cardboard blocks
  • Textural fabrics
  • Various kinds of paper
  • Clay
  • Egg cartons
  • Play dough
  • Interlocking toys
  • Crayons
  • Paints
• Be creative and inventive with language; engage in wordplay by making up silly words that rhyme with one another