When my son George faces new experiences, there are “moments of flux”. Newly discovered pieces of understanding cause a shift in George’s knowledge and create moments when everything changes.
As with all new learning, working in the “zone of proximal development”, as Vygotsky described it, challenges what we know.
A study by researchers Bonawitz, Schijndel, Friel, and Schulz found that children are more likely to remain curious in this challenged state.
That surprising experiences or ones that challenge our existing knowledge cause us to stay exploring for longer and to prolong our state of curiosity.
After observing a surprisingly or unsurprisingly balanced block, the children were allowed to play. Children tended to play longer with the block when its balance was surprising in light of their theory. In other words, children’s spontaneous curiosity compelled them to explore aspects of their environment that challenged their current theories, and therefore had the potential to teach them something new. Curiosity paved the way for learning.
Bonawitz, Schijndel, Friel, and Schulz
By exploring something new and remaining open, curious and interested, the children maximised their potential for further learning.
One of the ingredients of great learning that we know to be true is “challenge”, and it is clear from this research study that challenge leads to more significant curiosity.
What a simple way to continue to develop a Culture of Curiosity in our schools and classrooms: make surprise part of the fabric of learning.
Pic Waaah, Santa Claus!! by PeterThoeny