LIFELONG LEARNING - Utah Education Network
Strategies & ActivitiesLIFELONG LEARNINGEARLYLEARNINGAGES 3 to 5
STRATEGIES AND ACTIVITIESFor Early Learning UtahCore Standards Ages 3 to 5LIFELONGLEARNING
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UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGLIFELONG LEARNINGPRACTICESINTRODUCTIONLifelong Learning Practices are key to student success and include skills to foster children’ssocial and academic interactions as well as support a child’s desire for learning. Approachesto Learning includes the concepts of curiosity, engagement, interest in learning, independence, flexibility, perseverance, imagination, and problem-solving. Social development includes self-awareness, regulation and recognition of emotions, emotional responsiveness,and the ability to interact with others effectively in social settings. These foundational skillsare essential for learning success. Early childhood is a sensitive time period to acquire theselifelong learning skills (National Scientific Council on the Developing Child, 2007).“There is abundant evidence that when districts and schools explicitly and meaningfullycommit to focusing on the students’ comprehensive development as a central part of theiracademic growth, the academic success and the welfare of students rise powerfully together” (National Commission on Social, Emotional, and Academic Development, 2019). Whenchildren are actively engaged through play, exploration, and inquiry, it supports the social,emotional, physical, and academic needs of the whole child.Learning occurs naturally through play and has many benefits for children to enhance theiroverall development. Play promotes joyful learning that fosters self-regulation, language,cognitive, and social competencies as well as content knowledge across disciplines and isessential for all children, birth through age 8 (Yogman, et al. (2018). All young children needdaily sustained opportunities for play, both indoors and outdoors. In all its forms—including physical play, object play, pretend or dramatic play, constructive play, and games withrules—play supports children’s learning (National Association for the Education of YoungChildren [NAEYC] 2020).Promoting fundamental approaches to learning and healthy social interaction prepares thearchitecture and development of the brain. These skills provide a foundation for optimallearning.The Early Learning Standards support the Utah State Board of Education’s aspirations forLifelong Learning Practices identified in Utah’s Portrait of a Graduate (2019). In the EarlyLearning Standards, two areas of Lifelong Learning Practices are addressed: Approaches toLearning and Social Interaction and Development.Approaches to Learning describes the underlying processes involved in effective learning in the early childhood years (Vitiello & Greenfield, 2017) and throughout life (McCoyet al., 2019). Engaging in learning opportunities that challenge children to advance their1
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGknowledge and skill promotes learning motivation and persistence. As children are given opportunities to joyfully engage and explore, they develop a lifelong love of learning(Hyson, 2008). As children grow, they develop increasingly organized and complex strategies for engaging and focusing attention on learning experiences, processing information,regulating behavior, and coordinating these processes to construct new knowledge (National Research Council, 2000).The Approaches to Learning Standards provide opportunities for children to develop initiative and persistence, creativity and curiosity, and effective strategies for self-regulation.The Social Interaction and Development Standards are essential for children’s learning success. Ho and Funk (2018) identify research suggesting that children with healthy social emotional skills “tend to be happier, show greater motivation to learn, have a more positiveattitude toward school, more eagerly participate in class activities, and demonstrate higheracademic performance than less mentally healthy peers.” For many children, preschool maybe their first experience in a nonfamilial structured social environment. They are beginningto acquire those abilities which will allow them to become self-aware, recognize and regulate emotions, build relationships, develop social engagement, and practice conflict resolution. Although many of these skills will be learned and refined by interacting with peers,children benefit from the guidance of knowledgeable and caring adults to develop a senseof belonging.2
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGADULTS SUPPORT LIFELONG LEARNING WHEN THEY:] Encourage balance and healthy lifestyles.] Teach strategies to develop critical thinking and problem solving.] Help children develop citizenship skills to be responsible, accountable, and helpful.] Create a learning environment that inspires a sense of wonder, delight, curiosity, andcreativity.] Recognize and honor variations in cultural contexts relating to how children play andmake sense of their experiences. Provide materials that are culturally relevant and inclusive of children that make up the learning community.] Use open-ended activities and questions to provide opportunities for children to makechoices, encourage reflection, and solve problems.] Provide daily opportunities and materials for open-ended, child-directed play.] Use appropriate observation, assessment, and documentation strategies to identifyprior knowledge and interest to intentionally plan inquiry experiences.] Acknowledge the processes and effort children use when they engage in learning orexperience success.] Engage with children individually on a regular basis.] Gain an understanding of children’s preferences, interests, background, and culture.] Embed opportunities throughout the day to provide positive, affirming, and supportive, feedback to children.] Provide direct instruction on appropriate social interaction skills.] Design activities that require social interaction.] Demonstrate problem-solving techniques in relationships.] Acknowledge, respect, and validate children’s expression of all emotions as teachingopportunities.3
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGStrategies & Activities for3-YEAR-OLDSLIFELONG LEARNING PRACTICES – APPROACHES TO LEARNINGIn the Approaches to Learning Standards, children develop self-regulation and executive functioning, learning engagement (initiative and persistence), and creativity and curiosity.Strand 1: SELF-REGULATION AND EXECUTIVE FUNCTIONINGSelf-Regulation, which is the ability to regulate one’s own behavior while engaging withothers and in the learning environment, is a key developmental task of the preschoolyears. Executive Functioning includes the essential learning skills of attention focusing,working memory, information processing, and reflection.STANDARDSLLP 3 yr.1.1: With prompting and support,begin to develop the ability to self-regulate external behaviors (for example,during music and movement, studentswill learn how to start and stop their ownbody, notice when they are tired, or needto be active).LLP 3 yr.1.2: With prompting and support,begin to develop the ability to focusattention on key components of an object or task (Attention focusing, for example, follow the sequence of a story orconversation).STRATEGIES & ACTIVITIES Engage children in songs and games involving starting and stopping behavior (forexample, “Freeze Dance,” “Red Light/GreenLight”). Engage in conversations with children byasking how they are feeling physically (forexample, ask students if they are feelingtired, hungry, excited, etc.). While reading with children in large andsmall groups, encourage them to listen forrepeated phrases in books. Ask them to retell key events of that story in sequence. Draw children’s focus to the action of astory by having them retell what just happened in the section you read. While reading with children in large andsmall groups, encourage children’s awareness about what actions will come next (forexample, “The porridge is all gone, I wonder what Goldilocks is going to do now?”).4
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGSTANDARDSLLP 3 yr.1.3: With prompting and support,begin to develop strategies for connecting and remembering information (Working memory and information processing,for example, review the pictures on thedaily schedule to see what activity comesbefore recess).LLP 3 yr.1.4: With prompting and support,begin to develop the ability to recognizeand show awareness of thinking processes (Reflection, for example, the childexplains that she took a deep breath tohelp herself calm down).STRATEGIES & ACTIVITIES Create and use visual schedules to remindchildren about classroom routines andtasks (for example, outside time, lunch,cleanup). Intentionally connect new activities andlearning to previous lessons (for example,“Remember how we made color patternsyesterday? Today, we are going to addmore colors to make longer patterns.” Using visuals, assist children in identifyingtheir current emotional state, such as anemotion chart, steps to calming down, etc. Invite children to tell you the process theyused to put a simple puzzle together.5
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGStrand 2: LEARNING ENGAGEMENT (INITIATIVE AND PERSISTENCE)Learning Engagement is the way children continue to develop the ability to actively explore and participate in the learning environment. This engagement involves supporting the child as the child develops self-directed, goal-oriented exploration and discovery.Sub-strand: INITIATIVEInitiative involves children continuously developing the skills for engaging in learning,planning, and implementing strategies for accomplishing their goals.STANDARDSLLP 3 yr.2.1: With prompting and support, begin to express a simple planand identify steps to accomplish a taskor sustain play (for example, childrendraw or describe what they want to doduring play).STRATEGIES & ACTIVITIES Using visuals, help children plan whatcenters they want to visit during choicetime.LLP 3 yr.2.3: With prompting and support, develop an increasing ability toconnect new information or experiences to previous knowledge (for example, make connections about similarities across home and classroomexperiences). Plan a literacy activity that extends and When children in the block area showinterest in building a zoo, encouragethem to describe what structures theywill build and what steps they will take tobuild them.LLP 3 yr.2.2: With prompting and support, Plan an activity to encourage children todevelop an increasing ability to explorelook for changes occurring in the outdoorthe immediate environment throughenvironment.observation, manipulation, or asking When a special event is planned (for exsimple questions (for example, notice,ample, a classroom visitor), add the eventexplore, and talk about how plantsto the visual classroom schedule and askon the playground change with thechildren to look for how the schedule ofseasons).the day is different.6builds on a story previously read. Invite children to tell how the classroomis similar to or different from home.
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGSub-strand: PERSISTENCEPersistence describes the child’s ability to focus on engagement with learning materialsand activities for increasing periods of time. Adults support children as they learn thatmaking mistakes and trying different strategies are part of the learning process. Adultssupport persistence as they assist children to recognize their ability to complete challenging or difficult tasks.STANDARDSLLP 3 yr.2.4: With prompting and support,develop an increasing ability and willingness to engage in a self-selectedtask through challenges or difficulties(for example, the child continues towork on an age-appropriate puzzle,even when experiencing difficulty manipulating the pieces).LLP 3 yr.2.5: With prompting and support,develop the ability to sustain engagement in active learning small- andlarge-group activities working alone orcooperatively.STRATEGIES & ACTIVITIES Teachers position themselves in areas ofthe classroom that will allow them to provide support when children experiencechallenges. Intentionally provide materials that en-courage children to engage in activitiesthat offer a challenge. Plan shorter, large-group times at the be-ginning of the year and gradually extendlarge-group time as the year progresses;and children show an increased ability toengage longer. Provide a variety of activities for childrento choose from during center time to encourage children to select activities thatinterest them.LIFELONG LEARNING 77
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGStrand 3: CREATIVITY AND CURIOSITYThe creativity and curiosity strand focuses on supporting children’s natural curiosity andcreativity as they explore and learn about the world around them. Adults encouragechildren to develop flexibility and originality as they use materials and activities to investigate their immediate environments.STANDARDSLLP 3 yr.3.1: With prompting and support,discover answers and solutions to questions to expand knowledge and skills.STRATEGIES & ACTIVITIES Ask “why” and “how” questions to encourage children to develop a deeper understanding of what they are experiencing orobserving (for example, ask “Why did thecolor change to orange when you mixedthese two paints?”) When a child expresses interest in buildinga tall block tower, ask “What do you need todo to make your tower taller?” Using a visual prompt showing steps to soLLP 3 yr.3.2: With prompting and supportbegin to engage in problem solving strat- cial problem solving, help children devisestrategies for how to share toys, get along,egies (for example, identify cause andetc.effect and first steps needed to solve aproblem). Point out color and shape similarities inpuzzle pieces to encourage children todevelop strategies for putting togetherpuzzles. Add a large cardboard box to the dramaticLLP 3 yr.3.3: With prompting and support,play area and encourage children to comeexplore a variety of ways to use materialsduring play and exploration (for example, up with ideas of what the box can become.a block can be used as a phone in dra Provide a variety of assorted materials atmatic play).the art table to encourage children to creLLP 3 yr.3.4: With prompting and support, show flexibility in approachingopen-ended tasks (for example, be willing to experiment and risk trying out anew idea or approach).8ate on their own. Provide a variety of materials for childrento put together their own obstacle courseduring outside play. Provide a box of buttons for children to useto play or manipulate in different ways (forexample, make designs, sort by size or color, use to build with, etc.).
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGLIFELONG LEARNING PRACTICES—SOCIAL INTERACTION AND DEVELOPMENTSocial development includes self-awareness, regulation and recognition of emotions, emotional responsiveness, and the ability to interact with others effectively in social settings.Strand 4: SELF-AWARENESSChildren identify their personal characteristics and nurture self-confidence as they approach tasks effectively.STANDARDSLLP 3 yr.4.1: Demonstrate awareness ofidentity including personal information,characteristics, preferences, and abilities(for example, name, age, parent/caregiver, family members, gender, physical attributes, likes/dislikes).STRATEGIES & ACTIVITIES Place children’s names and pictures by theircubby or storage space Graph activities of children’s likes and dis-likes (for example, children’s favorite colors,number of people in their family, type ofshoes they are wearing). Create a display board or book using pic-tures of children’s families. Continue to addphotos throughout the year (for example,family events such as adding a new sibling).LLP 3 yr.4.2: Participate in self-selected or Intentionally provide a variety of activitiesorganized activities by exploring learning and materials for children to independentlymaterials including indoor and outdoorchoose from during center time.equipment (for example, independent Use a “choice board” or other visuals to enchoice of activities).courage children to choose what activitiesthey want to participate in during centertime. Provide and rotate a variety of materialsLLP 3 yr.4.3: Begin to demonstrate awareness of personal boundaries (for example, move when asked to give anotherchild personal space).and activities for children to choose fromduring outdoor center times (for example, sidewalk chalk, sand toys, gross motorequipment, outdoor discovery centers). Use various materials to represent personalspace (for example, poster boards for children to build on during block play, trays forcontaining art materials). Use place markers to designate spaceswhere children sit during circle time. Teach awareness of other children’s spaceand personal boundaries (for example, askother children before hugging them, teachawareness of how others communicatethrough body language).9
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGSTANDARDSLLP 3 yr.4.4: Communicate wants and needswith actions or words.STRATEGIES & ACTIVITIES Help children communicate their ownboundaries to others (for example, pushthe palm of a hand forward to communicate “stop”; verbally say “no” or “stop” whenuncomfortable, or back away from others). Use a “friendship greeting apron” for chil-dren to communicate how they would liketo be greeted (for example, high-five, hug,wave, smile, pinky shake). Model how to appropriately get atten-tion (for example, tap another child on theshoulder while saying their name). Model how to ask for help when a needLLP 3 yr.4.5: Begin to contribute and takepride in the classroom community (forexample, participate in classroom jobs).arises (for example, pass food duringmealtime). Develop a “helper chart” for assigning classroom tasks or jobs. Take pictures of children engaged in class-room projects and post them in the classroom (for example, building block structures, reading together, creating a classbook). Acknowledge children working together tocreate a sense of classroom community.10 iStock
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGStrand 5: EMOTIONSChildren identify and regulate their emotions, manage stress, and show self-disciplineas well as recognize the emotional experiences of others. Emotions are included in theHealth Education Standards and are imperative to Lifelong Learning Practices. The Emotional Health Standards found in Health Education Strand 3 are incorporated below.STANDARDSLLP 3 yr.5.1: In familiar settings, separateand reunite with parent or caregiverwith minimal distress (for example, achild separates from a caregiver withoutcrying).STRATEGIES & ACTIVITIES Allow the students to bring a favorite itemor picture from home. Use a visual schedule to help children pre-dict when parents will return. Read books about parents loving their chil-dren and returning for them (For example,“The Kissing Hand”).LLP 3 yr.5.2: Recognize that different feel Use puppets to role play separation fromings are experienced throughout the day.parents. Use emotion cards to talk about differentHE 3 yr.3.1: With prompting and support,express, identify, and label emotions (forexample, happy, sad, angry, afraid) andfeelings (for example, thirsty, hungry, hot,cold, tired).emotions throughout the day. Use mirrors to show facial expressions withdifferent emotions. Provide visual supports for identifying andexpressing emotions such as cue cards,books, and posters. Teach and model expressing and label-ing emotions and feelings appropriately. Practice these skills in small groups orindividually. Teach and model that feeling differentemotions is ok. Allow students to view their different facialexpressions in a mirror.11
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGSTANDARDSHE 3 yr.3.2: With prompting and support,begin to demonstrate methods to calmdown (for example, deep breathing,count to ten, mindfulness).STRATEGIES & ACTIVITIESPractice and model deep breathing as a relaxation technique using visual cues and imagery (such as pretend to blow out candles byslowly breathing out through the mouth). Practice and model impulse control byidentifying appropriate behavioral responses (for example, stop, count to 10, and gaincontrol of body and/or emotions; take adrink of water). Practice and model mindfulness strategiessuch as stretching like an animal and positive self-talk. Have students lay on their backs and placeHE 3 yr.3.3: With prompting and support,begin to develop self-control by regulating one’s own impulses and feelings,following simple directions, waiting forturns, transitioning between activities,and complying with limitations.their hand or an object on their chest tosee it go up and down with deep breaths. Engage students in games and activitiesspecifically relating to teaching self-regulation (for example, “freeze” games or songs,activities, games, and songs that involveturn taking). Develop consistent, predictable schedulesand routines for the classroom. Support students in identifying facial ex-pressions and body language that communicates the feelings and intentions ofothers. Support students with social prompts andcues to teach expected behaviors. Create a “calm down” spot in the classroomand direct children there as needed.12
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGStrand 6: RELATIONSHIPSChildren develop relationships through communication and social engagement. Children begin to learn to cooperate and resolve conflict with peers and adults.Sub-strand: COMMUNICATIONCommunication begins with awareness of others, learning social cues, and building relationships. Healthy relationships are included in the Health Standards and are imperative to Lifelong Learning Practices. The Relationship Standards found in Health Education strand 2 are incorporated below.STANDARDSLLP 3 yr.6.1: With prompting and support,begin to respond appropriately to thetone of voice, facial expressions, andgestures of peers and adults.STRATEGIES & ACTIVITIES Provide various play opportunities forstudents to practice using tones, facialexpressions, and adult mannerisms. Play imitation games and sing songswith gestures that imitate moods andemotions Label and reflect the perceived emotionsof both students and adults, and engagethem in appropriate responses. Model appropriate responses to students’LLP 3 yr.6.2: With prompting and support,begin to participate in back and forthconversation with peers or adults.tone, facial expressions, and gestures. Ask open-ended questions, repeat whatstudents say, and expand on the conversation to facilitate the back-and-forthdynamic. Utilize active listening techniques to con-vey that you are attentive and engaged inwhat the student is saying. Facilitate conversations between stu-dents. Encourage students to engagemore deeply in the conversations withone another. (“I wonder if she has another idea to add.” “It looks like he wants tocontribute an idea as well.”)(Continued)13
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGHE 3 yr.2.2: Identify and practice how tomake friends and be a good friend bycalling peers by name and engaging inparallel play. Use students’ names often in daily rou-tines, songs, games, transitions and otheractivities, both orally and written. Provide time and play opportunitiesfor students to practice social skills andplay together, including a dramatic playcenter. As students engage in parallel (side-by-side) play, encourage them to notice eachother’s play, make comments and askquestions.14
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGSub-strand: SOCIAL ENGAGEMENTChildren build appropriate social skills as they learn to negotiate friendships, join in play,and interact cooperatively. Healthy relationships are included in the Health EducationStandards and are imperative to Lifelong Learning Practices. The Relationship Standardsfound in Health Education Strand 2 are incorporated below.STANDARDSLLP 3 yr.6.3: With prompting and support,show interest in peers with positivenonverbal gestures (for example, achild will smile at or move close to another child).STRATEGIES & ACTIVITIES Provide ample opportunities for free playin order to give children the chance toshow interest in each other. As students interact, notice positive non-verbal gestures and call attention to themto give them meaning. Support students in their attempts toLLP 3 yr.6.4: With prompting and support,show awareness of and respect others’personal space.recognize others’ nonverbal gestures andprompt them to respond appropriately. Provide opportunities for large group,small group, and independent playthroughout the day. Demonstrate respect for students’ bodyautonomy and model consent. When appropriate and safe, ask students if theyare comfortable with any entrance intotheir personal space prior to engaging init. Model appropriate boundaries for yourown personal space and discuss theboundaries for them to interact withinyour space. (“The way you are pullingon my pants to get my attention is making me uncomfortable. Instead, pleasehold my hand until I can give you my fullattention.”) Offer opportunities for movement anddance to allow students to practice increasing control of their body’s movements and increased awareness of whereothers are in relation to their own body. Model and explain how to appropriatelyrespond when your body bumps into another’s body or an object.15
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGLLP 3 yr.6.5: With prompting and support,begin to play with others while maintaining self-control. Observe during students’ play and offersupport when they need help sharing,waiting for their turn, and managing theirimpulses. Call attention to instances where stu-dents are successful in playing with others while maintaining self-control byoffering specific praise. (“I saw how youwaited for your turn on the trike and howpatient you were”). Deliberately design play activities that al-low students to practice cooperative playskills with students with whom they donot typically play. Play games that support the develop-HE 3 yr.2.3: With prompting and support,begin to join in, maintain interactions,and interact cooperatively with othersby sharing, turn-taking, resolving conflicts, and recognizing others’ needs.HE 3 yr.2.4: With prompting and support,attend to and show appreciation forthe actions or choices of others (for example, compliment others).16ment of self-control such as “Red Light,Green Light,” “Freeze Dance,” dances witha partner, etc.Teach, model, and practice social behaviorsthrough playing games in small groups andactively engage and support students in cooperative play.Teach, model, and practice polite language.For example: Kind words Giving genuine, descriptivecompliments
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGSub-strand: CONFLICT RESOLUTION / PROBLEM SOLVINGChildren will begin to recognize problems exist and learn how to resolve simple conflictsutilizing communication and problem-solving skills.STANDARDSLLP 3 yr.6.6: Develop awareness of appropriate communication or actions whensocial problems arise to identify theproblem and explore basic solutions(for example, how to gain someone’sattention appropriately, how to expressfrustration appropriately, how to seekhelp from an adult).STRATEGIES & ACTIVITIES Facilitate children’s discussion with oneanother to resolve social problems, validate emotions, and problem solve. Encourage children to notice and nameemotions experienced by self and others. Facilitate role-play about common socialproblems. Use stories and children’s books to teachways to resolve social problems. Proactively support students as emotionsfirst emerge prior to the situation escalating (for example, show empathy, validate,label emotions, support verbalizing).17
UTAH CORE STATE STANDARDS for EARLY LEARNING LIFELONG LEARNINGStrategies & Activities for4-YEAR-OLDSLIFELONG LEARNING PRACTICES—APPROACHES TO LEARNINGIn the Approaches to Learning Standards, children develop self-regulation and executive functioning, learning engagement (initiative and persistence), and creativity and curiosity. Strategies and Activities that are highlighted in purple are specific to 4-year-oldstudents.Strand 1: SELF-REGULATION AND EXECUTIVE FUNCTIONINGSelf-Regulation, which is the ability to regulate one’s own behavior while engaging withothers and in the learning environment, is a key developmental task of the preschoolyears. Executive Functioning includes the essential learning skills of attention focusing,working memory, information processing, and reflection.STANDARDSLLP 4 yr.1.1: With prompting and support,display increasing ability to self-regulateexternal behaviors (for example, followsimple directions, wait for turns, and transition between activities).STRATEGIES & ACTIVITIES Engage children in songs and games involving starting and stopping behavior (forexample., “Freeze Dance,” “Red Light/GreenLight”). Encourage children to take a lead role inself-regulation games. Engage in conversations with children byLLP 4 yr.1.2: With prompting and support,display increasing ability to focus attention on key, meaningful componentsof an object or task (Attention focusing,for example, sort and classify objectsinto categories, and provide on-topicresponses).having them explain how they are feelingphysically (for example, tired, hungry, needto move). While reading with children in large andsmall groups
UTAH CORE STATE STANDARDS r EARLY LEARNING LIFELONG LEARNING 2 knowledge and skill promotes learning motivation and persistence. As children are giv-en opportunities to joyfully engage and explore, they develop a lifelong love of learning (Hyson, 2008). As children grow, they develop increasingly organized and complex strate-
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Lifelong machine learning methods acquire knowledge over a series of consecutive tasks, continually building upon their experience. Current lifelong learning algorithms rely upon a single learning agent that has centralized access to all data. In this paper, we extend the idea of lifelong learning from a single agent to a network of
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Screw-Pile in sand under compression loading (ignoring shaft resistance) calculated using Equation 1.5 is shown in Figure 3. The influence of submergence on the calculated ultimate capacity is also shown. The friction angle used in these calculations is the effective stress axisymmetric (triaxial compression) friction angle which is most appropriate for Screw-Piles and Helical Anchors. 8 .
