Approaches to Learning
What Is the Link Between Health and Approaches to Learning?
Approaches to Learning are the ways in which children learn. These include children's "openness and curiosity to tasks and challenges, task persistence, imagination, attentiveness, and cognitive learning style (e.g., how children process information)."1
Staff build trusting relationships that help children engage in learning. Strategies include:
- Learning children's interests
- Observing children's behaviors
- Planning based on children's social and emotional development, learning style, and information from the daily health check
To learn more about the link between health and the Approaches to Learning domain, select .
Examples of School Readiness Goals
The following table [PDF, 46KB] includes sample goals developed by the Early Head Start National Resource Center and the National Center on Quality Teaching and Learning. Review the links to health services in the third column to find strategies to accomplish your Approaches to Learning school readiness goals. If program school readiness goals address topics that are different from the examples offered, find links to health services here.
|Early Head Start||Head Start||Links to Health Services|
|Goal 1: Children will demonstrate interest, curiosity, and eagerness in exploring the world around them.||Goal 1: Children will show an interest in varied topics and activities, an eagerness to learn, creativity, and independence in their interactions with activities and materials.||
|Goal 2: Children will develop persistence in learning and discovery.||Goal 2: Children will demonstrate persistence when working with materials, activities, and information.|
|Goal 3: Children will learn and use words to describe what they are thinking and doing.||Goal 3: Children will learn and use words and concepts that parallel the information available in activities and materials.|
1Hair, E., Halle, T., Terry-Humen, E., Lavelle, B. & Calkins, J. (2006). Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21, 431–454. Retrieved from http://childtrends.org/wp-content/uploads/2013/01/First-Grade-Readiness.pdf [PDF, 346KB]
2McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2),314–324. Retrieved from http://ir.library.oregonstate.edu/xmlui/bitstream/handle/1957/31860/Preschool%20attention%20%20later%20outcomes_7-17-12%20FINAL%5B1%5D.pdf?sequence=1 [PDF, 261KB]
3National Scientific Council on the Developing Child. (2005). Excessive stress disrupts the architecture of the brain (Working Paper No. 3). Retrieved from http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp3/
Last Reviewed: April 2014
Last Updated: April 10, 2014