La. Admin. Code tit. 28 § CLIX-201

Current through Register Vol. 50, No. 8, August 20, 2024

Section CLIX-201 - Approaches to Learning

A. In the 1990s, the National Education Goals Panel recognized approaches to learning as an essential element of children's school readiness. The term approaches to learning typically refers to behaviors and attitudes that show how children approach tasks/activities and how they learn. Approaches to learning includes characteristics such as curiosity, problem-solving, maintaining attention, and persistence. These learning behaviors can help strengthen and facilitate children's learning across other school readiness domains. In fact, research has shown that approaches to learning is a distinct aspect of children's school readiness and is a strong predictor of their later success in school. Children with positive approaches to learning perform better academically and have more productive interactions with others. While some of these skills seem to come naturally to some children, researchers believe that others can be nurtured and developed through a supportive, high-quality learning environment.

B. Exploring and Acquiring New Knowledge

1. For very young children, growing and learning begins with personal experiences, and their openness and curiosity about new discoveries. Infants and toddlers learn about the world and gain new knowledge by taste, touch, smell, sight, sound and through their physical actions. They begin to develop an awareness of themselves and others through relationships and through their social interactions with those around them. Environments where children feel safe and secure nurture their interest in the world and support their own unique learning style. With a consistent environment and trusting, responsive adults, children have the emotional security necessary for exploring, growing and learning.

C. Attention and Problem-Solving

1. The capacity to pay attention, to think creatively, and to solve problems are all important aspects of children's approaches to learning that develop during the early childhood period. At around age three, children are able to complete short-term, concrete tasks and activities. As they progress and move closer to age five, they are able to concentrate for longer periods of time, and perform longer-term and more abstract tasks such as finishing an art project they started the previous day or following an established plan for an activity.

2. As children move into the preschool years, they begin to establish learning behaviors that are more directly tied to later school success as they continue to explore the world and also gain knowledge related to academic subject areas. It is important that early childhood educators help foster the development of children's positive approaches to learning by providing an environment that is interesting and engaging, and allowing children opportunities and the freedom to explore in a safe, supportive environment.

3. Finally, regardless of the age, it is important for early childhood educators to understand that children vary in their learning styles and how they express their approaches to learning. For example, some children show great enthusiasm for trying new things, while others are more content to sit back and watch. This may be a result of temperament differences between children, or might be related to cultural differences because some cultures affirm the importance of curiosity while others encourage children to be more reserved. If a child's learning behaviors seem to be related to temperament, it is important for teachers and caregivers to know that they cannot force a change to a child's temperament. They can, however, learn to be attuned to these differences and provide support and guidance to children as they need it. The standards and indicators included in this domain describe important aspects of approaches to learning that early childhood you should seek to foster as they work with young children.

4. List of commonly cited components of approaches to learning:

a. intrinsic motivation to learn;

b. interest and joy in learning;

c. initiative;

d. persistence;

e. ability to plan, focus and control attention;

f. flexible problem-solving and inventiveness;

g. tolerance for frustration;

h. ability to connect and apply past learning to new experiences.

D. Standard 1 -engage in play-based learning to explore, investigate, and acquire knowledge about themselves and their world.

Subdomain: Initiative and Curiosity
Standard AL 1: Engage in play-based learning to explore, investigate, and acquire knowledge about themselves and their world
Infants (Birth to 11 months)	Young Toddlers (9-18 months)	Older Toddlers (16-36 months)	Three-Year-Olds (36-48 months)	Four-Year-Olds (48-60 months)
AL 1 Indicators
Show interest in body parts (e.g., fingers, toes). (0.1) Explore objects, materials, and/or people using all the senses (e.g., picking objects up and putting them in mouth, focusing attention on an object or someone doing something, etc.). (0.2) Select a particular material, toy or place to explore on their own. (0.3) Use simple behaviors to meet own needs (e.g., feeding self with finger food). (0.4)	Show curiosity and interest in actively exploring the environment. (1.1) Express choices and preferences. (1.2) Try to help with simple tasks and activities. (1.3)	Show curiosity and interest in daily experiences and activities. (2.1) Demonstrate a willingness to try new activities and experiences. (2.2) Actively explore the environment. (2.3) Demonstrate increasing interest and independence in completing simple tasks.(2.4) Insistent about preferences and may say "no" to adult. (2.5)	Demonstrate eagerness to learn through play and exploring the environment. (3.1) Complete a range of simple tasks on their own. (3.2)	Show curiosity, interest and a willingness to learn new things and try new experiences. (4.1) Choose a multi-step task and complete it on their own. (4.2)

E. Standard 2 -demonstrate attention, engagement, and persistence in learning.

Subdomain: Attention, Engagement, and Persistence

Standard AL 2: Demonstrate attention, engagement, and persistence in learning

Infants

(Birth to 11 months)

Young Toddlers

(9-18 months)

Older Toddlers

(16-36 months)

Three-Year-Olds

(36-48 months)

Four-Year-Olds

(48-60 months)

AL 2 Indicators

Focus attention on people around him/her. (0.1)

Attend briefly to different people, sights and sounds

in the environment. (0.2)

Try to make things happen. (0.3)

Interact with people, objects or activities for short periods of time. (1.1)

Show interest in activities, people and the environment for a short period of time. (1.2)

Show pleasure in completing simple tasks. (1.3)

Actively engage with people,

objects, or activities in the environment for longer length of time. (2.1)

Maintain attention to complete a short, simple task with adult support. (2.2)

Complete self- chosen activity and repeats the activity many times to gain mastery. (2.3)

Maintain focus on objects and activities of

interest while other activities are going on in the environment. (3.1)

Maintain focus on a complex activity with adult support. (3.2)

With prompting and support, develop a simple plan for and work towards completion of short tasks, and activities. (3.3)

Stay engaged with others, objects, and activities despite interruptions or disruption. (4.1)

Maintain attention in child-initiated and adult - directed activities despite distractions and interruptions. (4.2)

Plan and complete tasks and activities. (4.3)

F. Standard 3 -recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions.

Subdomain: Reasoning, Problem-solving, and Creative Thinking

Standard AL 3: Recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions

Infants

(Birth to 11 months)

Young Toddlers

(9-18 months)

Older Toddlers

(16-36 months)

Three-Year-Olds

(36-48 months)

Four-Year-Olds

(48-60 months)

AL 3 Indicators

Notice the effect of own actions when playing with a variety of objects and/or interacting with others. (0.1)

Interact with a toy or object in more than one way. (0.2)

Use simple actions to solve problems (e.g., scooting to reach favorite toy). (0.3)

Play with a variety of objects and notice similar and different outcomes. (0.4)

Look to adult for assistance (e.g., may vocalize to get adult's attention). (0.5)

Repeat behaviors to produce interesting effects (e.g., as shaking a stuffed animal to listen to the sound that it makes). (1.1)

Observe others' actions with objects and materials to learn strategies for interaction. (1.2)

Solve familiar problems or tasks. (1.3)

Use trial and error to solve a new problem or unfamiliar task. (1.4)

Use gestures and simple language when help is needed. (1.5)

Demonstrate an understanding of cause and effect (e.g., purposefully try to make things happen). (2.1)

Repeat behaviors to produce desired effect. (2.2)

Observe and imitate others' when trying to carry out new tasks or actions. (2.3)

Apply new action or strategy to solve problem. (2.4)

Use trial and error to solve more complex tasks or problems. (2.5)

Ask others for help if needed. (2.6)

Use language when asking for help

from adults or peers. (2.7)

Experiment to see if the same actions have similar effects on different objects. (3.1)

Remember and apply previously learned information to a familiar object, task or situation. (3.2)

Use a variety of strategies to solve a problem when the first try is unsuccessful. (3.3)

Ask adults for help on tasks, if needed. (3.4)

Identify and understand cause and effect relationships. (4.1)

Apply prior knowledge and experiences to learn new skills during play. (4.2)

Use a variety of strategies to investigate possible solutions, to accomplish a task, or to solve a problem. (4.3)

Make specific request for help from both peers and adults as needed. (4.4)

G. Standard 4 -demonstrate creative thinking when using materials, solving problems, and/or learning new information.

Subdomain: Reasoning, Problem-solving, and Creative Thinking

Standard AL 4: Demonstrate creative thinking when using materials, solving problems, and/or learning new information.

Infants

(Birth to 11 months)

Young Toddlers

(9-18 months)

Older Toddlers

(16-36 months)

Three-Year-Olds

(36-48 months)

Four-Year-Olds

(48-60 months)

AL 4 Indicators

: Try a new action with a familiar object when interacting with others. (0.1)

Manipulate objects in order to explore them. (0.2)

Use familiar objects in new and unexpected ways. (1.1)

Ask questions to obtain adult response. (1.2)

Use objects, art materials and toys in new and unexpected ways. (2.1)

Ask what, how, and why questions to seek information. (2.2)

Express unique ideas in both language and use of objects in a variety of situations. (3.1)

Ask more complex questions for clarification and to seek meaningful information. (3.2)

Express unique ideas and approach tasks and experiences with flexibility, imagination and inventiveness.

(4.1)

Gather information and ask complex questions in order to understand a

new or familiar concept. (4.2)

H. Strategies for Approaches to Learning

Strategies for Approaches to Learning

Infants

Recognize that children have their own individual temperament. Provide experiences that are a good match for each baby's temperament.

Place infants in a safe area large enough for them to move freely. Place toys around the area to encourage movement.

Allow infants time to try to solve problems on their own. Know each infant's tolerance for frustration and his or her developing abilities. Allow the babies to experience challenges but help them before they become too frustrated.

Comment on their successes as they solve problems: "Jamal, you worked hard to pick up that rattle."

Add interesting toys of different textures that are responsive to the action of the infant such as soft balls, rattles, cloth toys, squeeze toys, plastic keys, and mobiles.

Talk with infants about what they are experiencing through their senses. Say, "That towel is wet. Remember when your shirt got wet."

Encourage creativity rather than imposing limits on how mobile infants use materials.

Toddlers

Recognize and accept that caring for toddlers with their contrasting emotional states and mood shifts can be challenging. Be flexible in your ability to adapt to their constantly changing behaviors and moods.

Create simple interest areas for toddlers:

Home living with baby dolls, blankets, handbags, caps and shoes.

Book area with sturdy books and space to sit.

Art and expressive materials area with easel, thick

paints, brushes, large pieces of paper, washable

markers.

Sensory area to include sand and water play with measuring cups, sieves and sifters.

Allow children freedom to play with materials with a minimum of adult assistance. As toddlers interact with materials they come to understand concepts and relationships.

Use language to interact and describe what toddlers are doing. "Yes, Olivia, the baby is going to sleep and you are patting her back."

Encourage children to try and figure out how things work by asking questions such as, "I wonder what would happen if you pulled that string?"

3-Year-Olds

Offer choices.

Establish procedures, routines, and rules to instill responsibility.

Structure the day so transitions and distractions are minimized.

Recognize and plan for children's differences and their diverse ways of learning.

Watch for and acknowledge increasing complexity in children's play (e.g., "Your tower of blocks became a fire station and now you've built a whole town").

Offer assistance only after determining a child's need and intent.

Celebrate perseverance as well as the completed project (e.g., make comments like "You're the kind of person who doesn't give up.").

Listen to children and build on their individual ideas and concepts.

4-Year-Olds

Provide items for use in dramatic play that authentically reflect life (e.g., a real firefighter's hat, a real doctor's stethoscope, or an authentic kimono).

Stock the classroom with materials that appeal to both genders and a full range of learning characteristics, cultures, and ability levels of children.

Use open-ended and leading questions to explore different interests or to ask children for suggestions (e.g., "How can you make the car go faster?" or "How does the water make the wheel turn at the water table?").

Set an example by acknowledging one's own "mistakes" and modeling constructive reactions to them.

Help children think and talk through different approaches to problems.

Ask probing questions when children are confused to bring them to a greater understanding.

La. Admin. Code tit. 28, § CLIX-201

Promulgated by the Board of Elementary and Secondary Education, LR 39:2449 (September 2013).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10).