---
title: Approaches to learning - Older Toddler | SDStepAhead
description: Discover how to support and encourage older toddlers (18 to 36 months) in their approaches to learning.
---

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- Age-Level Continuum 
    - [Infants (Birth - 12 months)](https://sdstepahead.com/ages-stages/infants)
    - [Younger Toddlers (8-21 months)](https://sdstepahead.com/ages-stages/young-toddler)
    - [Older Toddlers (18-36 months)](https://sdstepahead.com/ages-stages/older-toddler)
    - [Younger Preschooler (33-48 months)](https://sdstepahead.com/ages-stages/younger-preschooler)
    - [Older Preschooler (45-60+ months)](https://sdstepahead.com/ages-stages/older-preschoolers)
    - [Transition to Kindergarten](https://sdstepahead.com/ages-stages/transition-to-kindergarten)
- Learning Domains 
    - [Approaches to Learning](https://sdstepahead.com/learning-domains/approaches-to-learning)
    - [Social Development & Emotional Development](https://sdstepahead.com/learning-domains/social-emotional-development)
    - [Communication, Language, & Literacy](https://sdstepahead.com/learning-domains/communication-language-literacy)
    - [Cognitive Development](https://sdstepahead.com/learning-domains/cognitive-development)
    - [Health & Physical Development](https://sdstepahead.com/learning-domains/health-physical-development)
    - [Appendix A: Supporting Children With Disabilities](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities)
    - [Appendix B: Supporting Dual Language Learners](https://sdstepahead.com/learning-domains/appendix-b)
- About 
    - [Purpose, Children’s Success & Working Together](https://sdstepahead.com/about-sdelg/about-sd-stepahead)
    - [Guiding Principles](https://sdstepahead.com/about-sdelg/guiding-principles)
    - [SDELG Organization](https://sdstepahead.com/about-sdelg/sdlg-organization)
    - [Using SDStepAhead](https://sdstepahead.com/about-sdelg/about-sdstepahead)
    - [Glossary](https://sdstepahead.com/about-sdelg/whats-ahead)
    - [Frequently Asked Questions](https://sdstepahead.com/about-sdelg/faqs)
- [Find Services](https://sdstepahead.com/find-services)
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- Age-Level Continuum 
    - [Infants (Birth - 12 months)](https://sdstepahead.com/ages-stages/infants)
    - [Younger Toddlers (8-21 months)](https://sdstepahead.com/ages-stages/young-toddler)
    - [Older Toddlers (18-36 months)](https://sdstepahead.com/ages-stages/older-toddler)
    - [Younger Preschooler (33-48 months)](https://sdstepahead.com/ages-stages/younger-preschooler)
    - [Older Preschooler (45-60+ months)](https://sdstepahead.com/ages-stages/older-preschoolers)
    - [Transition to Kindergarten](https://sdstepahead.com/ages-stages/transition-to-kindergarten)
- Learning Domains 
    - [Approaches to Learning](https://sdstepahead.com/learning-domains/approaches-to-learning)
    - [Social Development & Emotional Development](https://sdstepahead.com/learning-domains/social-emotional-development)
    - [Communication, Language, & Literacy](https://sdstepahead.com/learning-domains/communication-language-literacy)
    - [Cognitive Development](https://sdstepahead.com/learning-domains/cognitive-development)
    - [Health & Physical Development](https://sdstepahead.com/learning-domains/health-physical-development)
    - [Appendix A: Supporting Children With Disabilities](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities)
    - [Appendix B: Supporting Dual Language Learners](https://sdstepahead.com/learning-domains/appendix-b)
- About 
    - [Purpose, Children’s Success & Working Together](https://sdstepahead.com/about-sdelg/about-sd-stepahead)
    - [Guiding Principles](https://sdstepahead.com/about-sdelg/guiding-principles)
    - [SDELG Organization](https://sdstepahead.com/about-sdelg/sdlg-organization)
    - [Using SDStepAhead](https://sdstepahead.com/about-sdelg/about-sdstepahead)
    - [Glossary](https://sdstepahead.com/about-sdelg/whats-ahead)
    - [Frequently Asked Questions](https://sdstepahead.com/about-sdelg/faqs)
- [Find Services](https://sdstepahead.com/find-services)
- [Professional Development & Resources](https://sdstepahead.com/resources)
- [Contact](https://sdstepahead.com/contact)

![](https://sdstepahead.com/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Older%20Toddler/happy%20family%20portrait%20outdoors%20older%20toddlers%20comp.jpeg)

# Approaches to Learning Older Toddlers (18 to 36 months) Components and Developmental Indicators

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Apendices/child%20head%20phones%20OT%20AL%20comp%201.jpg?width=649&name=child%20head%20phones%20OT%20AL%20comp%201.jpg)

## COMPONENT 1: Curiosity, Information-Seeking, and Eagerness

### Developmental Indicators

#### AL Goal-1: Children demonstrate curiosity and eagerness and express interest in the world around them.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=53&height=54&name=AL%20check.jpeg.png)

Share objects of interest or discoveries with a trusted person.

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=53&height=54&name=AL%20check.jpeg.png)

Discover things that interest and amaze them and seek to share them with others.

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=53&height=54&name=AL%20check.jpeg.png)

Show enjoyment in what they have done.

4

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=53&height=54&name=AL%20check.jpeg.png)

Watch what others are doing and often try to participate.

#### AL Goal-2: Children actively seek to understand the world around them in play and everyday tasks.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Seek more information about people and their surroundings (study and [***gaze***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) at an object carefully, become absorbed in figuring out something in their environment).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Use their whole body to learn (get mud or paint on themselves from head to toe, climb into a big, empty box).

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Communicate what they want to do or know using [***gestures***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), facial expressions, or simple questions. (“What dat?”)

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Apendices/baby-doing-head%20stand%20OT%20AL%20comp%202.jpg?width=649&name=baby-doing-head%20stand%20OT%20AL%20comp%202.jpg)

## COMPONENT 2: Initiative, Effort, Engagement, and Persistence

### Developmental Indicators

#### AL Goal-3: Children demonstrate initiative and effort in play and everyday tasks.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Select and carry out [***activities***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) (choose to set the table; gather play dishes and food, and then feed the dolls).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Show increasing interest in performing tasks independently (put on jacket, try to zip or button).

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Increase self-help skills (putting on clothes, feeding self, using a tissue).

#### AL Goal-4: Children are engaged and maintain focus in play and everyday tasks.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Focus on a person or a [***hands-on activity***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) for a short period of time (stay focused long enough to fill several containers with sand).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Continue to work on interesting activities while other things are going on around them.

#### AL Goal-5: Children persist at challenging activities in play and everyday tasks.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Keep working on an activity even after setbacks (block structure collapses, puzzle piece does not fit).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Seek help from others to complete a challenging activity.

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Apendices/toddler-math-puzzle-%20OT%20AL%20comp%203.jpg?width=649&name=toddler-math-puzzle-%20OT%20AL%20comp%203.jpg)

## COMPONENT 3: Risk-Taking, Problem-Solving, Flexibility, and Resilience

### Developmental Indicators

#### AL Goal-6: Children are willing to try new and challenging experiences in play and everyday tasks.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Explore freely without a familiar [***adult***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) nearby.

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Try out new skills in a familiar environment (learn to climb steps and then try to climb ladder to the slide).

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Approach a challenge with confidence (try to lift a heavy object, work on a difficult puzzle).

4

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Want to do things their own way (push an adult’s hand away if the person is trying to help).

#### AL Goal-7: Children use a variety of strategies to solve problems in play and everyday tasks.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Try a variation of [***strategies***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en)to get what they want or solve a problem, often by [***trial and error.***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en)

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Recognize problems and make adjustments to actions to correct mistakes.

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Use [***language***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) to obtain help to solve a problem (“My trike won’t go.”)

4

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Use [***materials***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) in new ways to explore and solve problems (bring a big spoon to the sand table when all of the shovels are in use, pile blocks on a towel and drag them across the floor when there are too many to carry).

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Apendices/boy-playing-in%20box%20OT%20AL%20comp%204.jpg?width=649&name=boy-playing-in%20box%20OT%20AL%20comp%204.jpg)

## COMPONENT 3: Play and Imagination

### Developmental Indicators

#### AL Goal-8: Children engage in increasingly complex play.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Try to involve other children in [***play***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en)(give a peer a ball).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Make believe, pretend, and act out familiar life scenes, sometimes using objects to [***represent***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) something else (a shoe becomes a phone).

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Play with others with a common purpose (play a chase game).

4

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Communicate about what is happening during pretend play (“He eating,” point to a picture on a [***communication board***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en)when feeding a toy baby with a spoon, “Now go work,” after putting on shoes and vest).

#### AL Goal-9: Children demonstrate creativity, imagination, and inventiveness in play and everyday tasks.

1

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Broaden their use of art and construction materials and toys in new and unexpected ways (use a tambourine as a hat, cut play dough with scissors).

2

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Pretend to be somebody or something other than themselves (pretend to be an animal or another family member).

3

![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/AL%20check.jpeg.png?width=52&height=53&name=AL%20check.jpeg.png)

Pretend one object is really something different (use Legos®️ as food while stirring a pot).

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