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Approaches to Learning
Supporting Activities
Research shows that if children start school with a strong set of attitudes and skills that help them "learn how to learn," they will be better able to take advantage of educational opportunities. While some learning skills come naturally to children, others can be developed through a supportive environment.
Tips for building learning skills:
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Let them choose.
Give kids a chance to make simple choices, such as what to wear or what to eat for a snack. -
Help them finish what they start.
Children experience great satisfaction when they try and finish new things. Give them a bit of support when they need it, but be careful not to take over completely. -
Nurture creativity.
Encourage children to ask questions, try different ways of using materials, or offer them a wide range of new experiences. -
Don't rush activities.
Whether at home or in preschool, children need extended periods of time to really get involved in activities and to experience the "engagement" that is such an important foundation for learning. -
Provide encouragement.
All children start life eager to learn, but if adults are critical, that eagerness may disappear by the elementary grades. Look for achievements to praise and acknowledge your child's progress whenever possible.
Six-year-olds enjoy taking on new roles and responsibilities. They are able to pay attention for longer periods of time but continue to prefer structured activities to more open-ended experiences. Six-year-olds still require much direction from adults and frequently ask questions to ensure that they are completing tasks the right way. They typically are excited about going to school and learning to read, and their pretend play is increasingly complex.
Initiative, Engagement, and Persistence
Enjoys having opportunities to make decisions independently (e.g., explains, "Ms. Cash said we could pick any book we want to share.").
Has difficulty getting started with less-specific activities and may appear frustrated (e.g., says, "But you didn't say what part of the book we should draw!").
Requires quite a bit of direction from adults, but is beginning to view self as an autonomous individual capable of solving problems (e.g., thinks, "I don't know how to spell 'giraffe,' but I can go copy it from the title of the giraffe book.").
Curiosity and Eagerness to Learn
Seeks out opportunities to gain new skills and experiences (e.g., says, "Sandra takes karate. Can I sign up too?").
Asks open-ended questions to fulfill curiosity (e.g. asks, "What would happen if I put super glue on my fingers?").
Eager to attend first grade and learn to read (e.g., says, "Now I will be able to read the stories at bedtime!").
Reasoning and Problem-solving
May become frustrated when events do not go as planned (e.g., says, "But you said we could go to the park! We can go in the rain!").
Seeks help, clarification, and permission from teachers or other adults. May use nonverbal bids for assistance (e.g., tugs at teacher's shirt and asks, "Where should I write my name on this?").
Begins to develop the ability to think abstractly (e.g., says, "Mommy will miss me even though she is far away on her trip to California.").
Invention and Imagination
Pretend play becomes more complex. Enlists others in pretend play activity (e.g., says, "You are the dragon, and you are mad at the knight, so you come around the castle this way and attack.")
Develops creative ideas about completing tasks (e.g., says, "We can use the blankets from the attic for our fort!")