Approaches to Learning

Other Illinois Early Learning Guidelines: Birth to Age 3 sets

• Developmental Domain 1: Social and Emotional Development
• Developmental Domain 2: Physical Development and Health
• Developmental Domain 3: Language Development, Communication, and Literacy
• Developmental Domain 4: Cognitive Development
• Self-Regulation: A Foundation of Development

Focuses on getting a caregiver’s attention through the use of sounds, cries, gestures, and facial expressions PS.1.1

Enjoys repeating actions, e.g., continues to drop toy from highchair after it is picked up by a caregiver or siblingPS.1.2

Communicates the need for assistance through verbal and/or nonverbal cues, e.g., pointing, reaching, vocalizingPS.1.3

Repeats actions over and over again to figure out how an object worksPS.2.1

Begins to recognize that certain actions will draw out certain responses, e.g., laughing and smiling will often result in an adult responding in the same mannerPS.2.2

Attempts a variety of physical strategies to reach simple goals, e.g., pulls the string of a toy train to move it closer or crawls to get a ball that has rolled awayPS.2.3

 Imitates a caregiver’s behavior to accomplish a task, e.g., attempts to turn a doorknob PS.3.1

Increases ability to recognize and solve problems through active exploration, play, and trial and error, e.g., tries inserting a shape at different angles to make it fit in a sorterPS.3.2

Uses objects in the environment to solve problems, e.g., uses a pail to move numerous books to the other side of the roomPS.3.3

Uses communication to solve problems, e.g., runs out of glue during an art project and gestures to a caregiver for morePS.3.4

Asks for help from a caregiver when neededPS.4.1

Begins to solve problems with less trial and errorPS.4.2

Refuses assistance, e.g., calls for help but then pushes a hand awayPS.4.3

Shows pride when accomplishing a taskPS.4.4

Uses increasingly refined skills while solving problems, e.g., uses own napkin to clean up a spill without asking an adult for helpPS.4.5

Cries and/or uses body language to signal and get needs met, e.g., averts gaze, arches backCRT.1.1

Explores new objects with eagerness, e.g., squeals and/or squeezes a toyCRT.1.2

Uses different approaches for accomplishing a simple task, e.g., reaching, kicking, vocalizingCRT.1.3

Attempts new skills on his or her own while “checking in” with a familiar adult, e.g., a new crawler begins to move, then turns toward the caregiver for reassurance before crawling awayCRT.1.4

Begins to take great risks with little regard for danger, e.g., lunging off a couch to reach for an objectCRT.2.1

Becomes more intentional and confident when playing and interacting, e.g., grabs, pushes, throws CRT.2.2

Uses trial and error to solve a problem, e.g., tries different angles when attempting to place a shape in a shape sorterCRT.2.3

Plays and explores farther away from attachment figure; continues to “check in” for reassurance, e.g., plays across the room and glances toward caregiver, then re-engages in playingCRT.3.1

Seeks out assistance and reassurance from familiar othersCRT.3.2

Demonstrates confidence in abilities and achievements, e.g., cheers or claps when accomplishing a goal such as completing a simple puzzleCRT.3.3

Joins in a new activity after cautiously observing at firstCRT.3.4

Attempts to independently resolve social conflicts without automatically running to the caregiver, e.g., tries to retrieve an object that was taken away by a peerCRT.4.1

Demonstrates eagerness and determination when problem-solving during new tasks, e.g., the child who pushes the caregiver’s hand away and refuses help until he or she is ready to ask for itCRT.4.2

Establishes and sustains eye contact with caregiver(s)PEA.1.1

Focuses attention on sounds, people, and objectsPEA.1.2

Repeats interesting actions over and overPEA.1.3

Indicates preferences by using nonverbal cues, e.g., turning head, kicking feetPEA.1.4

Participates in back-and-forth interactions, e.g., plays peek-a-boo with an adultPEA.2.1

Repeats activities over and over, e.g., successfully inserts all the shape sorter’s pieces, dumps them out, and starts againPEA.2.2

Begins to attempt assisting in self-help activities, e.g., feeding, groomingPEA.2.3

Demonstrates preferences, e.g., gestures to the bean bag and says “no” when presented with something elsePEA.2.4

Focuses for longer periods of time on activitiesPEA.3.1

Engages for longer periods of time when trying to work through tasks, e.g., fits puzzle pieces togetherPEA.3.2

Repeats experiences he or she enjoys, e.g., says “more” after reading his or her favorite bookPEA.3.3

Demonstrates preferences for activities, e.g., reads with a caregiver, plays at the sand table, prefers to sit by certain caregiversPEA.3.4

Makes choices based on preferences, and at times, in opposition to adult choices, e.g., “No milk, want juice”PEA.4.1

Attempts to try a difficult task for an increasing amount of timePEA.4.2

Practices an activity many times in order to master it, even if setbacks occurPEA.4.3

Shows interest in completing routine tasks independently, e.g., zips up coat, puts on shoesPEA.4.3

Observes materials, objects, and people with curiosityCII.1.1

Actively explores new objects found in the environment by touching, patting, and mouthing CII.1.2

Reaches for objects in close proximityCII.1.3

Imitates sounds, movements, and facial expressions, e.g., moves body up and down after caregiver initially moves in that manner CII.1.4

Imitates a peer’s actions, e.g., bangs on table with cupCII.2.1

Uses objects as they’re intended to be used, e.g., rolls a toy carCII.2.2

Spends increasing amounts of time exploring and learning about objects, e.g., will attend to a new toy for longer periods of time in order to make sense of itCII.2.3

Begins to use objects in new and unexpected ways, e.g., places a basket on headCII.2.4

Imitates actions of other people in a playful manner, e.g., wags finger at baby doll and says, “no, no, no” CII.2.5

Pretends one object is really another by using substitution, e.g., using a toy car to brush hairCII.3.1

Engages in pretend play with familiar objects and experiences, e.g., places baby doll in stroller and pushes the strollerCII.3.2

Engages familiar adults in pretend play, e.g., hands the adult a play cup and pretends to pour “tea” into itCII.3.3

Communicates in creative ways, e.g., plays with words by rhyming, chanting, or making up songs; uses movement and danceCII.3.4

Expands use of objects and toys in new and unexpected ways; makes a road out of a few blocks; or substitutes an object for another to solve a problemCII.4.1

Takes on familiar roles during play, e.g., cooks in the pretend kitchenCII.4.2

Expresses inventive ideas to peers while playing; becomes directive, e.g., “You will be the police officer and you have to wear this.” CII.4.3

Creates an art project and creates a simple story to accompany the artworkCII.4.4