Young Children Think Like Scientists
My son, Alexander, when he was six months old
Alison Gopnik at the University of California, Berkeley, had been working in this area. A recent review by her has been recently published in the journal Science. The abstract of that paper is posted here as well as a TED video describing her work. A video released by the National Science Foundation is also shared in this post.
Science 28 September 2012:
Vol. 337 no. 6102 pp. 1623-1627
Scientific Thinking in Young Children: Theoretical Advances, Empirical Research, and Policy Implications
New theoretical ideas and empirical research show that very young children’s learning and thinking are strikingly similar to much learning and thinking in science. Preschoolers test hypotheses against data and make causal inferences; they learn from statistics and informal experimentation, and from watching and listening to others. The mathematical framework of probabilistic models and Bayesian inference can describe this learning in precise ways. These discoveries have implications for early childhood education and policy. In particular, they suggest both that early childhood experience is extremely important and that the trend toward more structured and academic early childhood programs is misguided.
"Babies and young children are like the R&D division of the human species," says psychologist Alison Gopnik. Her research explores the sophisticated intelligence-gathering and decision-making that babies are really doing when they play.Alison Gopnik takes us into the fascinating minds of babies and children, and shows us how much we understand before we even realize we do." - http://www.ted.com/talks/alison_gopnik_what_do_babies_think.html
Babies Are Born Scientists
New research methods reveal that babies and young children learn by rationally testing hypotheses, analyzing statistics and doing experiments much as scientists do
Alison Gopnik, professor of psychology and affiliate professor of philosophy at the University of California, Berkeley, spoke with NSF about her research on young children's early learning. Credit: National Science Foundation
Being shown how to do something has advantages, for both young children and for scientists, as well as disadvantages. Most importantly, being taught something instead of exploring it for oneself discourages exploration that can lead to new conclusions, and research indicates this is the case for young children, Gopnick said.
The true challenge to education is doing both; maintaining curiosity while instilling discipline, learning hard work while at play, and having one's eyes and ears wide open while standing on the shoulders of giants in the past.
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