Encourage Task Persistence (E4.1.11)

In this exemplar video, a teacher provides adequate pacing and responds to the toddler’s cues throughout the activity. Notice how the teacher allows time for the child to imitate actions and offers praise and encouragement, an example of supporting skill development.

In this exemplar video, a teacher uses praise and encouragement to support a child’s engagement in the painting activity. Notice how the teacher acknowledged that the activity was hard and used specific verbal encouragement, such as “It almost went up!” and “Keep trying!” This is a clear example of using a variety of strategies to help children persist in a task.

In this exemplar video, a teacher supports a group of toddlers during a block-building activity in the Block Center. Notice how the teacher offers assistance when children have difficulty connecting the blocks and encourages them to continue building a tall tower, helping them stay engaged in the task, an example of using a variety of strategies to help children persist in a task.

In this exemplar video, a teacher encourages a toddler to persist in building a tower with blocks. Notice how the teacher models how to build the tower, invites the child to try by asking, “Do you want to try?” and helps her get started by saying, “Put it right here”—an example of using a variety of strategies to help children persist in a task.

In this exemplar video, a teacher holds an infant while exploring a toy filled with beads. She gently pats the toy to show how it works and encourages the child to try it too—demonstrating how simple modeling and warm support help young children stay engaged and persist in a new task.

In the video, the teacher encourages the infant by singing and communicating next steps, supporting the child’s engagement and persistence in the activity. This approach supports both cognitive and language growth.

In this exemplar video, a teacher encourages the child’s participation in a sensory exploration activity. Notice how the teacher uses modeling, guided participation, and encouragement- an example of the competency, uses a variety of strategies to help children persist in a task.

In this exemplar video, a teacher supports an infant’s persistence during a routine activity by offering encouragement, modeling actions, and providing gentle support when needed. Notice how the teacher allows time for the child to try independently, uses calm verbal encouragement, and steps in with guidance only when necessary, an example of using a variety of strategies to help children persist in a task.

In this exemplar video, a teacher supports an toddler’s persistence during a hands‑on exploration activity. Notice how the teacher pauses to allow the child to try independently, and offers calm encouragement and brief guidance only when needed- an example of using a variety of strategies to help children persist in a task.

In this exemplar video, a teacher models how to support a toddler during a hands-on learning task. Notice how the teacher uses praise and encouragement, models where the child should put his finger when he needs help, and expands on play ideas by suggesting a new way to stack. This is a clear example of using a variety of strategies to help children persist in a task.

In this exemplar video, a teacher joins toddlers at the sensory station and introduces a play scenario to support and extend their exploration. Notice how the teacher builds on children’s ideas and comments, adds new details to the play, and encourages continued engagement, an example of using a variety of strategies to help children persist in a task by expanding on play ideas and offering support as needed.

In this exemplar video, the teachers verbally prompts the children to touch the whipped cream and steps in with hand‑over‑hand support when needed. Their warm, smiling presence and flexible support demonstrate how using different strategies helps children persist in a task.