Children’s inquiry: Developmental changes and the role of parenting practices
Much of what children learn about the world—like the existence of germs or gravity—is learned from information, or testimony, provided by others, rather than from direct observation alone. While in some cases, children may decide to endorse or reject a claim immediately after hearing it, they may additionally wish to seek out their own empirical evidence as they assess the validity of a claim, particularly when encountering surprising claims that do not align with their own intuitions and world knowledge. Prior work has revealed clear age-related differences in children’s propensity to engage in such behavior, but lacks an explanation as to why. By clarifying the cognitive and socio-emotional mechanisms that contribute to development in children’s propensity to test a claim, this proposal aims to generate knowledge that can help teachers and parents develop children’s information seeking skills and, by implication, their learning capabilities.
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