Recognise problems as learning opportunitiesand plan environments with appropriate levels of challenge where children will explore, experiment and take appropriate risks in their learning. Caitlin and Ian are two 18-month-olds in your family day care home; they have been with you since they were six months old. Caitlin is spirited and alive with activity; Ian is not as active and tends to observe Caitlin a lot or follow her lead. This morning Caitlin is busy dropping shapes through holes in a plastic box. When a shape does not fit readily into a hole, she pounds it vigorously with her hand to make it fit and then quickly turns the box to find another hole. She giggles with delight at the sound of each shape dropping into the box. Ian is watching her from a slight distance, holding his stuffed dog; he seems interested but makes no attempt to approach Caitlin and her activity. Caitlin is suddenly finished with the plastic box. She moves over to the block area where you have arranged a few blocks on the floor and added a new small red car. She immediately notices the new car and says, 'Car!' This attracts Ian's attention and he moves over to the block area too. Caitlin gives the new car a push and it rolls (faster than she realised) under a nearby bookshelf and is out of sight. Caitlin rushes over to the bookshelf intent on retrieving the car, even though it has probably rolled too far under the shelving for her to reach it. Ian looks over to you with an expression that seems to say, 'Now what?'

1.How would you describe each child's approach to exploration and problem solving?

2.How would you interact with each one to foster their individual learning opportunities?

3.How would you record what you have seen? What experiences might you now provide based on this information?