This week’s post is from featured contributor Esther Schiedel. We hope that you find it useful and look forward to future posts from Esther.
Several years ago researchers Alison Gropnik, Andrew Meltzoff, and Patricia Kuhl wrote The Scientist in the Crib: What early learning tells us about the mind. In it, they examine and explain how children develop their understanding of the world from birth through the preschool years.
Babies, they explain, act like scientists: they observe, investigate, form hypotheses, and test them. And, like good scientists, they try to replicate the results of their tests. Simply put: babies learn from everything that happens and from everything they make happen. Baby throws food on the floor and learns about gravity (and, in some cases, that dogs like to eat some kinds of people food). Baby also learns whether Dad finds this behavior amusing or annoying or doesn’t notice it. Baby repeats the experiment—are the results the same? What if I try it tomorrow? What if I try it with Mom? The experiments and the learning go on and on and on.
The experimentation doesn’t end in preschool; it continues—potentially throughout our lives. The drive to learn and figure out how the world works is powerful. And when we figure something out for ourselves—what a rush!
The other day I reflected on a child’s innate need to learn while watching a seven-year old riding his bike. He was with his younger brother, a friend and some neighbors. He was meeting lots of needs: exercise, fun, socialization. He was experimenting with what he could do with his body while riding a bike and learning about physics. He also conducted another experiment by riding off briefly with one of the neighbors without checking with his mother (or his friend) first: an experiment in social relationships and impulsive actions.
When he returned, his mother reminded him of the ground rules for bike riding, redirected him to some other activities for a while, and explained that he would not be able to ride his bike if he didn’t follow the rules. She also pointed out that riding off with the neighbor was rude to his friend.
She didn’t overreact to the incident (he is a sensitive, conscientious child, and lives in a safe neighborhood).
She didn’t embarrass him.
But she didn’t ignore it, either—she gave him information that would help him to learn.
That’s another great thing about babies (and all of us): we can learn from other people. We don’t need to experience everything ourselves.
Many parenting advisers talk about kids testing the limits of parental rules. Unfortunately, this is often phrased in terms of “parents vs. kids” or “you have to show them who’s boss.” But, most of the time, kids are not challenging parental power or out to annoy their parents—they are experimenting with how things work. They are trying to learn.
All of us learn best when we respect and trust the people who teach us. We learn best when our teachers have confidence in our ability to learn—when they don’t overreact to our mistakes or embarrass us. We learn best when our teachers have patience and treat us with respect.
Children need parents for guidance and protection and limits and supervision–and yes, they annoy us a lot and we often do overreact. We’re experimenting, too. And learning, and learning, and learning.
Esther Schiedel is parent to three adults, grandparent to two boys, and a Certified Family Life Educator. She provides parenting education through classes and workshops through LBCC and through her business, Sharing Strengths. She became interested in parenting education when she became a parent and had a need for more information and support.