Ruby shows significant interest in her social environment-and she does not simply create things according to rules. She demonstrates her creativity by looking for more resources within her reach. It is true that Ruby's "make-believe play provides an information exchange within a responsive social context. Ruby's use of language in her play as she responds, imagines, questions, describes, creates, and decides shows her independence, confidence, and sense of responsibility for her own learning" (p.8). This statement justifies Ruby's desire to learn and to explore the resources available for her. As she explores, she learns new things. This can be a form of scientific inquiry wherein she conducts observation, classification, experimentation, prediction, drawing conclusions, and communication of ideas (Neil, 2009). With her teachers' help, Ruby is able to accomplish her tasks the scientific way. In this manner, Ruby demonstrates different feelings and emotions that justify her disposition.Â It is correct to say that her discussion with her teacher "going on a trip to the supermarket enabled Ruby to take responsibility for her learning and to express her ideas and feelings, two very significant learning dispositions" (p.9). This statement is true because Ruby does not stress herself in finding solution to her problems. She takes one step at a time and completes them successfully.