by Zoe Pollock
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. ...
Context clearly matters. When the apparently knowledgeable teachers in the experiments provide a seemingly complete lesson about the toy, the children deduce that there is no more to learn. If the lesson is interrupted, or if the instructor seems like a novice, the child deduces that there is more to discover. Bonawitz thinks that these abilities start from a very early age, when children are still in pre-school or kindergarten.
We want to hear what you think about this article. Submit a letter to the editor or write to firstname.lastname@example.org.