the approaches to learning domain describes dispositions that support children’s engagement in learning. the examples describe observable behaviors that reflect these desirable traits. When children develop positive approaches to learning, they are more likely to have success in school.
Indicators
Children may . . .
Examples
Children may. .
1. demonstrate flexibility, imagination, and inventiveness in approaching tasks and activities. 2. demonstrate eagerness to learn about and discuss a range of topics, ideas, and tasks. 3. ask questions and seek new information.
• use or combine materials/strategies in novel ways while exploring and solving problems.
• use senses to explore the environment.
• demonstrate a willingness to choose both familiar and new experiences.
• share children’s excitement in discoveries, exploration, and manipulation of items in the environment.
• Help children learn about and explore their neighborhood and community.
• model curiosity and information-seeking. 1. Initiative and Curiosity : An interest in varied topics and activities, a desire to learn, creativity, and independence in learning.
Approaches to Learning
• seek and accept help or information for further understanding.
• develop a sense of purpose and the ability to follow through.
1. maintain interest in a project or activity until completed.
2. set goals and develop and follow through on plans.
3. resist distractions, maintain attention, and continue the task at hand through frustration or challenges.
2. Persistence and Attentiveness : The ability to begin and finish activities with persistence and attention.
• allow children to keep their work, such as block structures, in place from one day to the next so they can continue to work on it.
• offer tasks that are just challenging enough but not overwhelming so children learn the satisfaction of rising to the challenge.
• model self-talk such as repeating directions to keep one’s attention focused.
• Break tasks down into manageable steps. • provide various modalities (e.g., visual, auditory, movement) to learning. Indicators Children may... Examples Children may... Suggested Supports Adults may...
Indicators
Children may . . .
Examples
Children may. .
3. Cooperation : An interest and engagement in group experiences.
Approaches to Learning
• take turns.
• Exchange ideas with peers. 1. plan, initiate, and complete learning activities
with peers.
2. Join in cooperative play with others and invite others to play.
3. model or teach peers.
4. Help, share, and cooperate in a group.
• provide opportunities for children to practice listening and talking with others.
• plan activities that build a sense of belonging and community. Indicators Children may... Examples Children may... Suggested Supports Adults may...
Visit the Colorado Department of Education’s website to access the Colorado Academic Standards: www.cde.state.co.us/cdeassess/UAS/ index.html
development at earlier ages and forms a basis for later learning. as children transition from preschool to kindergarten, the domains of learning that organize children’s abilities for ages 3 to 5 in the
guidelines shift to the content areas of the Colorado academic standards (Cas). this change in the organizational domains used in the guidelines reflects the growing emphasis on academics as children age; however, social, emotional, and cognitive development remain a key aspect of teaching and learning for children in kindergarten through third grade, and so the development of the whole child is articulated in the guidelines. Colorado academic standards content areas include Comprehensive Health & physical Education, World languages, reading, Writing & Communicating, mathematics, science, social studies, music, dance, visual arts, and drama. Collectively these areas reflect the growing breadth and depth of a child’s academic experiences, but they also encompass all the aspects
important in the development of the whole child. this comprehensive approach to the holistic development of school-age children is reflected in the social and emotional wellness standards, which are part of the Colorado standards for Comprehensive Health & physical Education. additionally, important student dispositions and habits of mind are reflected in the standards’ set of 21st Century skills, which include self direction, information literacy, Critical thinking & reasoning, information literacy, invention, and Collaboration.
in addition to descriptions about child learning and development, the Colorado academic standards articulate Concept Connections. Concept Connections are cognitive skills and themes that are emphasized in each grade across multiple content areas. the ideas in the Concept Connections reoccur as children learn and engage with subject-area content throughout the school year. the Concept Connections for each grade K–3 are shown in appendix B.
the Cas content areas are each presented with descriptions of the preschool domains and subdomains that support learning in that content area in kindergarten through third grade. such information should be useful for both K–3 teachers and preschool providers alike, allowing them to better understand the developmental trajectory of children’s skills and knowledge. additionally, parents and caregivers who interact with young children will be able to use this information to understand the overall goals for children’s education and development, as well as important ways that they can support those skills. Children with a developmental disability or delay may show deficits in one or more content area. Children born prematurely may show a delay in reaching learning expectations. Caregivers should talk with a health care provider or other trusted professional with any questions or concerns.