A. Approaches To Learning
Approaches to Learning focuses on the ways children engage with learning experiences. It includes skills such as showing initiative, making and following through on plans, staying focused, solving problems, using resources effectively, and reflecting on their experiences to deepen understanding.
1. Initiative: Children demonstrate initiative as they explore their world.
2. Planning: Children make plans and follow through on their intentions.
3. Engagement: Children focus on activities that interest them.
4. Problem-solving: Children solve problems encountered in play.
5. Use of resources: Children gather information and formulate ideas about their world.
6. Reflection: Children reflect on their experiences.
Lesson 1
Name of Activity:
Cutting in Different Ways – Create with a Plan
Originating Idea:
Four-year-olds enjoy experimenting with scissors and glue as they begin planning and creating independently. This activity encourages children to take initiative, make choices, and use various materials to express themselves through a self-designed art project.
Curriculum Area:
1: Initiative 2: Planning 3: Use of Resources
Materials:
Construction paper
Paint sample strips in various sizes, shapes, and colors
Glue sticks
Safety scissors (including different types: zigzag, straight, wave)
Drawing pencils or markers (optional)
Appropriate Age Group:
4 Years Old
Beginning of Activity:
Introduce the activity in a small group setting.
Say: “Today, you plan your art picture using scissors, glue, and colorful paint strips.
First, I will show you how to cut along the lines I’ve drawn.
Then you’ll pick your materials and decide what kind of picture you want to make!”
Demonstrate cutting along a line and choosing pieces to arrange into a design.
Middle of Activity
Early Stage:
Children practice cutting straight or curved lines with support.
Teacher helps grip and guiding cuts: “Try cutting along this short line, what do you want to make with it?”
Children glue pieces in a basic design or collage.
Middle Stage:
Children choose more complex lines and begin forming recognizable designs (e.g., houses, flowers).
Prompt planning: “What do you want your picture to look like?” “What color will you use for the roof?”
Later Stage:
Children plan independently and use a mix of scissors to create intentional shapes.
They discuss their ideas and problem-solve (“This piece is too big, how can I make it fit?”).
Encourage extended thinking: “Can you tell me the story behind your picture?”
End of Activity:
Invite children to share their pictures at the table:
“Who wants to tell us what they made and how they planned it?”
Celebrate creative differences and then say: “Let’s clean up our space and get ready to wash up.”
Follow-Up Ideas:
Stock the art area with different scissor styles and collage materials (e.g., yarn, fabric, foam).
Offer recycled materials and ask children to plan “something new” from scraps.
Add story prompts: “Make a picture about your favorite place,” to guide future planning and creativity.
Introduce books about planning and creativity, like Not a Box by Antoinette Portis.
Lesson 2
Name of Activity:
“Adventure Builders” – Let’s Plan a Pretend Trip!
Originating Idea:
Children love to pretend and use their imaginations. By turning planning into an exciting adventure, they practice making decisions, thinking ahead, and working together all while having fun!
Curriculum Area:
1: Initiative 2: Planning
Materials:
Large floor map or pretend “adventure trail” made of paper or felt
Adventure cards (pictures of places like jungle, beach, castle, space, mountains)
Dress-up clothes or simple props (e.g., hats, binoculars, bags, capes)
Markers, paper for children to draw or write their plan
Clipboards or folders labeled “Adventure Plan”
Appropriate Age Group:
4 Years Old
Beginning of Activity:
Call children together and say:
“Today, we’re going on an adventure but first, we have to plan it! Will we fly to space, sail to a pirate island, or hike up a mountain? You’ll decide where to go, what you’ll need, and what you’ll do when you get there!”
Show children 3–4 picture cards of possible “adventure locations.”
Let them vote or choose in pairs.
Model a sample plan: “I’m going to the jungle. I need a map and a backpack. I’ll look for animals!”
Middle of Activity
Early
Children pick an adventure card and choose from 2–3 props.
The teacher helps them draw or describe their plan.
Prompt with questions:
“What will you do when you get there?”
“What do you need to bring?”
Join them in pretend play to model follow-through.
Middle
Children work in pairs or small groups to make a group “Adventure Plan.”
They draw or tell what each friend will do (“I’ll climb the mountain, you carry the food!”).
Encourage teamwork and turn-taking.
Use timers or visual cues to guide the phases: plan → pack → act it out.
Later
Children choose a destination and create a detailed multi-step plan.
They act it out and even create signs, maps, or rules for their pretend world.
Invite them to narrate their adventure to the group afterward.
End of Activity:
Bring everyone back to reflect. Ask:
“What was your plan? Did you follow it?”
“Did anything surprise you on your adventure?”
“Would you change your plan next time?”
Celebrate their creativity and initiative:
“You made such great choices and stuck with your ideas. You are real adventure planners!”
Follow-Up:
Adventure Wall: Post photos or drawings of children's plans and pretend play.
Daily Planning Practice: Use adventure themes throughout the week to continue planning ideas.
Home Connection: Send home a “Plan Your Own Adventure” worksheet to do with your family.
Lesson 3
Name of Activity:
Everyday Item Treasure Basket – Discover, Share, and Explore!
Originating Idea:
Children are naturally curious about the items adults use in daily life. This activity taps into that curiosity by creating a surprise basket of everyday household items that encourages children to use their imagination, take initiative, and share their thinking with others.
Curriculum Area:
1: Initiative 5: Use of Resources
Materials:
A large basket with a lid or fabric cover
A variety of everyday items:
Kitchen tools (spoons, measuring cups, whisks)
Writing utensils (crayons, pens, chalk)
Clothing items (mittens, socks, scarves)
Misc. objects (toothbrush, tape dispenser, flashlight)
Appropriate Age Group:
4 Years Old
Beginning of Activity:
Gather children in a large circle and place the covered basket in the center. Say:
“Today we have a mystery basket filled with everyday things you might see at home. You’ll each take a turn reaching in to pick an item then we’ll talk about what it is and how we use it.”
Create suspense and excitement by lifting the lid slowly for each turn. Show children how to reach in without looking for an added surprise.
Middle of Activity
Early
Children reach in and identify simple, familiar objects.
Teacher prompts gently: “What is that? What do we use it for?”
Help children name the item and model usage: “This is a whisk. We use it to mix things!”
Middle
Children recognize a variety of objects and describe their uses: “This is a pen we use it to write.”
Begin peer engagement: “Who else has one of these at home?”
Later
Children confidently name, describe, and discuss items.
Encourage higher-level thinking: “Why do we use this?” “Can you think of a different way to use it?”
Invite comparisons: “How is a spoon like a whisk?”
End of Activity:
After everyone has had a turn, place all items in the middle of the circle. Ask:
“Where do we usually find these things? What can we do with them?”
Give five minutes for open exploration. Then say:
“Let’s carefully put the items back and wash up for snack!”
Follow-Up Ideas:
Keep the treasure basket available for a few days for independent exploration.
Add a themed basket to dramatic play (e.g., “Office Tools,” “Winter Wear,” “Fix-It Kit”).
Let children bring in a safe item from home to add to a future treasure basket and share its use.
Create a class book: “The Things We Found in the Basket,” with children drawing or dictating descriptions of the objects.
