May 05, 2010
Paul Bloom and his colleagues at Yale University are one of a handful of research teams around the world exploring the moral life of babies. In this forthcoming
New York Times Magazine article, Bloom gives a fascinating account of this groundbreaking work. You can read the article
online.
Click here to see one of our favorite experiments from Paul Bloom, Kiley Hamlin, and Karen Wynn: "
Helpers and Hinderers."
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April 16, 2010
by Ellen Galinsky
Curiosity, according to Laura Schulz of MIT, is fueled by having two ideas that are at odds with each other. Her research shows that when this happens, children typically will explore and experiment until they figure things out. That’s my story too. Having two images of learning that disturbingly conflicted with each other has led to eight years of exploration—so far.
The first image was from interviews I conducted with children a few years ago as background for a study we were planning on children and learning. In my travels around the country, I interviewed groups of children from the third through the twelfth grades, asking them about their experiences in learning—at home, in their neighborhoods, in school, in church, anywhere. Despite the fact that these children came from very different backgrounds and communities—they told me very similar stories.
They described learning as “learning stuff”—as the acquisition of facts, figures, and concepts. The learning experiences they described were primarily imposed—and their motivation was primarily extrinsic rather than also being intrinsic.
I asked the children to finish this sentence: “It is important to learn so I can….” And the children I interviewed all over the country said:
Get good grades.
Go to good schools.
Get a good job.
Support myself—have a good house—have a nice car.
Their reasons echo those of 81,499 students in a nationwide study conducted by the High School Survey of Youth Engagement from the University of Indiana. When asked why they go to school, 73% said because they want to get a degree and go to college, 69% said because of their friends, and 58% said because it’s the law.
These are valid reasons, but there’s a major problem, too. In the High School Survey, only 39% said they go to school to learn. Likewise, I heard little connection to learning in the children I interviewed. Even worse, I found that there was little, if any, fire in their eyes when they talked about learning.
So I pushed. I asked children to finish the sentence, “When I am learning, I feel….” Those few children who had experienced a broader connection to learning said things like:
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March 07, 2010
By Ellen Galinsky
Children are born with a drive to understand—to be curious— but this drive can be weakened or strengthened by what we do.
To promote children’s curiosity, be careful not to jump in too quickly to fix things they’re struggling with, since working with the “confounding” situation is where critical thinking is promoted. Instead, where possible, help them figure out how they can resolve it for themselves.
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