When teaching restrains discovery | Not Exactly Rocket Science | Discover Magazine

[I]n a new study by Elizabeth Bonawitz from University of California, Berkeley. Through two experiments with pre-schoolers, Bonawitz has found that teaching can be a "double-edge sword". When teachers provided specific instructions about a new toy, children learned how to play with it more efficiently. But the lessons also curtailed their exploratory streak. They were less likely to play with the toy in new ways. Ultimately, they failed to find all of its secrets.

via blogs.discovermagazine.com

Bonawitz presented 4-6 year olds with a brightly coloured toy that had various appendages which squeaked, played music, and other interesting things. When the children were left with the toy, they discovered all its functions. The same thing happened if Bonawitz played with it or if she began to talk about the toy and then "forgot" something she had to do and left the room.

But if she taught the children one function of the toy, they assumed that was all there was to it, and in the main didn't discover anything else about it or use it in the creative ways they did if left to their own devices.

This isn't only true of young children, from my experience. I've noticed that my kids, ages 9 and 12 now, fearlessly explore the uses (and occasionally abuses!) of new devices. This can be a bit scary for me when the device is a sewing machine that is pounding a small sharp object up and down at high velocity.

But I am amazed at the creativity, inventiveness and fearlessness of my children when allowed to explore the sewing machine, the computer, and even old fashioned tools like hammer and pliers.

There is a lesson here for me. Actually there are two. The first lesson is "Hands off, Mom" The second is, "Don't feel guilty for being too busy to instruct." They just need to be let at it. I just need to let them.

Filed under: Nature & Science Tagged: education