I

Approaches to Learning

A

Curiosity and Interest

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

8–16 months – See this age across all domains Infants

What educators might observe

• Feels, bangs, gets in, sits on, and throws objects to find out more about them
• Crawls, cruises, climbs or walks toward objects of interest (e.g., attempts to reach objects that are high up)
• Repeats experiences to develop their understanding (e.g., learns to crawl up stairs, and subsequently crawls up every set of stairs they find)

Ways educators might support the child's development

• Provide freedom of movement and a safe space within the learning environment. When not engaged in caregiving activities the child may crawl, climb, touch, and tumble, with ample space to accomplish all of these movements.
• Avoid battery-operated toys, electronic toys, or close-ended materials
• Provide the child with many opportunities to explore different foods. Describe the different characteristics (e.g., “The cracker is crunchy.” or “The orange is sweet and juicy.”).
• Provide sensory materials that are safe for babies, such as silicone muffin baking cups, large pot holders, or lightweight metal bowls

B

Initiative

Child pursues their own goals.

8–16 months – See this age across all domains Infants

What educators might observe

• Moves toward object or person they are interested in
• Wants to participate in selfcare routines (e.g., wants to hold their own toothbrush)
• Crawls or toddles to an educator with a book they have selected
• Holds objects up or out to educator that they are curious about

Ways educators might support the child's development

• Support the child by using vocabulary that indicates initiative (e.g., “Oh look, yes, you can open the box. What is inside? Scarves. Yes, you are shaking the scarves.”)
• Follow the child’s lead, taking time to stop and examine objects they are interested in with them
• Invite and welcome the child’s attempts to assist with routine tasks such as sweeping the floor and washing the tables, as well as picking up toys

C

Persistence and Attentiveness

Child focuses on tasks and perseveres in accomplishing them.

8–16 months – See this age across all domains Infants

What educators might observe

• Is deeply focused on mastering a new skill for days at a time (e.g., works to get onto all fours and then rocks when learning to crawl)
• Focuses on the same thing as the caregiver (e.g., watches the caregiver’s hands and looks at their face as they turn the pages of a book)
• Puts blocks in a bucket and then dumps them out and does it again

Ways educators might support the child's development

• Create learning environments and schedules that promote the development of focus and attention
  • Regular uninterrupted time for free play
  • Enough space for movement
  • Limited number of materials
  • Limited environmental distractions and intentional use of recorded music (e.g., during nap time, but not as background music during free play)
  • Minimize visual distractions with walls that are simple, neutral in color, and free of commercial materials. Note: In order to supervise children and be present with them, educators should refrain from accessing their personal phones in the learning environment. Photographs and videos of children should be taken with a dedicated device.

D

Creativity and Inventiveness

Child uses their imagination to create and invent.

8–16 months – See this age across all domains Infants

What educators might observe

• Imitates unusual uses for objects (e.g, places pot on head as a hat)
• Tries out ways to use objects that they have observed in other places (e.g., bangs on a surface after watching drumming at a cultural event)

Ways educators might support the child's development

• Observe and acknowledge children’s creative use of objects
• Create environments where children can experience freedom of movement, exploring their bodies in space and experiencing what they can do physically
• Remove screens and electronic toys from the learning environment
• Sing songs from your own culture and learn songs from the children’s families and cultures