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

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.

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

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.

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

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.

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

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