I

Approaches to Learning

A

Curiosity and Interest

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

24–36 months – See this age across all domains Toddlers

What educators might observe

• Asks simple questions involving what, where, and why; may not attend to the answer
• Asks questions about where people are when they can’t be seen
• Will approach things, or devise ways to reach items of curiosity, such as pulling over a chair to reach a table

Ways educators might support the child's development

• Include nature in the learning environment:
  • Non-poisonous plants
  • Butterfly farms
  • Fish tanks
• Model curiosity. Ask open-ended questions and then provide the answers (e.g., “Oh look, here is an acorn. I found it on the ground near the tree. Where did it come from? How did it get in the grass? Look I think it fell from the tree. I think squirrels like acorns. Maybe we should leave it by the tree and maybe a squirrel will come by.”).

B

Initiative

Child pursues their own goals.

24–36 months – See this age across all domains Toddlers

What educators might observe

• Finds ways to accomplish their own goals, such as climbing onto a table to reach something up high
• Explores on their own and then returns to educator (i.e., runs to see something that looks interesting to them and then circles back to educator)
• Tells an educator what they want to do

Ways educators might support the child's development

• Engage the child in taking care of their stuffed animals or baby dolls in ways that mirror their self care: washing, diaper changing, trying to use the potty, reading books, and preparing for rest time with a blanket and lullaby
• Allow child to attempt tasks by themselves without doing it for them right away

C

Persistence and Attentiveness

Child focuses on tasks and perseveres in accomplishing them.

24–36 months – See this age across all domains Toddlers

What educators might observe

• Sits on a caregiver’s lap while they read a board book from start to finish
• Maintains their focus on a desired outcome
  • Stacks large cardboard blocks until they balance
  • Completes 3–5 piece puzzle
  • Pushes and pulls a wagon up a hill

Ways educators might support the child's development

• Provide materials and opportunities that meet their growing skill level. For example:
  • Scissors that cut well and are designed for leftor right-handed dominance
  • Small pitchers and stable cups so that children may pour independently
  • Easy to manage clothing such as pull-on pants
  • Sinks and toilets at child level or safely adapted for independence

D

Creativity and Inventiveness

Child uses their imagination to create and invent.

24–36 months – See this age across all domains Toddlers

What educators might observe

• Uses everyday objects in imaginary play (e.g., picks up sticks and pretends they are swords)
• Experiments with using various materials to solve problems (e.g., places a block on a stack of papers that is blowing away)
• Dresses up as characters, (e.g., wraps scarf around neck and pretends to be a superhero)

Ways educators might support the child's development

• Provide different kinds of music and encourage the child to move to the different beats and tempo
• Include open-ended props for dramatic play, such as boxes, bags, and large pieces of cloth
• Provide everyday items for children to play and create with, such as paper towel rolls, tissue paper, yarn, string, and tape