I

Approaches to Learning

A

Curiosity and Interest

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

3-year-olds – See this age across all domains Preschool

What educators might observe

• Often asks “why?”
• Makes up stories about objects around them (e.g., observes fish tank and tells a story about the fish’s family)
• Notices the interests of their peers (e.g., observes their play and then imitates it)
• Investigates the details of caregiving (e.g., asks to help cook)
• Compares experiences in one setting and another (e.g., after reading a book about pets, the child says, “I have a dog too.”)

Ways educators might support the child's development

• When a child asks a “why” question:
  • Restate their question
  • Acknowledge their curiosity (“That’s an interesting question!”)
  • Ask what they think the answer might be
  • Talk together about how you might find the answer
  • Go together to consult an expert, look for a relevant book, or visit a website
• Welcome the child to contribute to caregiving routines
• Join the child in making up stories

B

Initiative

Child pursues their own goals.

3-year-olds – See this age across all domains Preschool

What educators might observe

• Engages in solitary play with a preferred toy
• Asks educator to read them their favorite book
• Watches what another child is doing and then begins to do it alongside them
• Chases another child and then turns so that they may have a turn being chased

Ways educators might support the child's development

• Include duplicates of toys in the learning environment so that multiple children can play next to each other simultaneously
• Help children to initiate play by giving verbal cues (e.g., “Your turn! Now it’s Chelsea’s turn, which means that you run and try to catch her!”)
• Involve the child in small group activities where they can contribute, participate, take turns, and anticipate as well as initiate turn-taking

C

Persistence and Attentiveness

Child focuses on tasks and perseveres in accomplishing them.

3-year-olds – See this age across all domains Preschool

What educators might observe

• Focuses on the character and plot when engaged in pretend play (e.g., pretends to be the mother and stays in this role as the doll babies are fed and put to bed)
• Listens to a short story from start to finish with a small group of children
• Tries several times to put on their own shoes before asking for help
• Chooses the same puzzle every day until they can do it with ease

Ways educators might support the child's development

• Follow the child’s lead in play; this may mean that the child assigns a role to the educator, often with the educator being a child, and the child assuming an adult role
• Though materials in the learning environment should be rotated, allow for previously used materials to reappear at the child’s request, and keep materials that the children are actively engaged with available to them
• Allow for ample time for the child to practice tasks such as dressing themselves and to develop self-help skills

D

Creativity and Inventiveness

Child uses their imagination to create and invent.

3-year-olds – See this age across all domains Preschool

What educators might observe

• Asks adult for assistance with their creations (e.g., child asks educator to make a tent by putting a sheet over a table)
• Embodies a pretend play character day after day
• Experiments with materials (e.g., dips paint into water and sees what color the water turns)
• Invents words in play (e.g., says the specks of dirt in the sunlight are “bittle”)
• Sings made up songs to themselves
• May have an imaginary friend

Ways educators might support the child's development

• Provide access in the learning environment to open-ended materials children can use in a variety of ways
  • Blank paper of different sizes, textures, and colors
  • Watercolor and tempera paints
  • Pencils, colored pencils, crayons, and markers
  • Collage materials such as origami paper, pom-poms, and buttons
  • S culpture materials, such as pipe cleaners and cardboard
  • Pieces of cloth in a pretend area
  • Boxes
  • Scissors
  • Masking tape and glue
• Guide the child’s use of materials, noticing and commenting on their actions