Methods of teaching children”s creative story-telling

Read a roundtable with its founders here, or see new stories in the Human Interest section. New research shows that teaching kids more and more, at ever-younger ages, methods of teaching children’s creative story-telling backfire.

Ours is an age of pedagogy. Anxious parents instruct their children more and more, at younger and younger ages, until they’re reading books to babies in the womb. They pressure teachers to make kindergartens and nurseries more like schools. So does the law—the 2001 No Child Left Behind Act explicitly urged more direct instruction in federally funded preschools. There are skeptics, of course, including some parents, many preschool teachers, and even a few policy-makers.

Shouldn’t very young children be allowed to explore, inquire, play, and discover, they ask? Perhaps direct instruction can help children learn specific facts and skills, but what about curiosity and creativity—abilities that are even more important for learning in the long run? What do we already know about how teaching affects learning? Not as much as we would like, unfortunately, because it is a very difficult thing to study. You might try to compare different kinds of schools. But the children and the teachers at a Marin County preschool that encourages exploration will be very different from the children and teachers in a direct instruction program in South Side Chicago. Developmental scientists like me explore the basic science of learning by designing controlled experiments.

We might start by saying: Suppose we gave a group of 4-year-olds exactly the same problems and only varied on whether we taught them directly or encouraged them to figure it out for themselves? Would they learn different things and develop different solutions? In the first study, MIT professor Laura Schulz, her graduate student Elizabeth Bonawitz, and their colleagues looked at how 4-year-olds learned about a new toy with four tubes. Each tube could do something interesting: If you pulled on one tube it squeaked, if you looked inside another tube you found a hidden mirror, and so on. For one group of children, the experimenter said: “I just found this toy!

All of the children pulled the first tube to make it squeak. The question was whether they would also learn about the other things the toy could do. The children from the first group played with the toy longer and discovered more of its “hidden” features than those in the second group. In other words, direct instruction made the children less curious and less likely to discover new information. Does direct teaching also make children less likely to draw new conclusions—or, put another way, does it make them less creative?

To answer this question, Daphna Buchsbaum, Tom Griffiths, Patrick Shafto, and I gave another group of 4-year-old children a new toy. This time, though, we demonstrated sequences of three actions on the toy, some of which caused the toy to play music, some of which did not. Daphna ran through the same nine sequences with all the children, but with one group, she acted as if she were clueless about the toy. With the other group, she acted like a teacher. As so often happens in science, two studies from different labs, using different techniques, have simultaneously produced strikingly similar results.

They provide scientific support for the intuitions many teachers have had all along: Direct instruction really can limit young children’s learning. Why might children behave this way? Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental. It’s this kind of learning, in fact, that allows kids to learn from teachers in the first place.

These experts in machine learning argue that learning from teachers first requires you to learn about teachers. For example, if you know how teachers work, you tend to assume that they are trying to be informative. When the teacher in the tube-toy experiment doesn’t go looking for hidden features inside the tubes, the learner unconsciously thinks: “She’s a teacher. If there were something interesting in there, she would have showed it to me. Knowing what to expect from a teacher is a really good thing, of course: It lets you get the right answers more quickly than you would otherwise.

Indeed, these studies show that 4-year-olds understand how teaching works and can learn from teachers. But there is an intrinsic trade-off between that kind of learning and the more wide-ranging learning that is so natural for young children. Correction, March 17, 2011: This sentence originally omitted the names of two of the study’s researchers. Since God created men and women in His image, we are made for love! God’s plan for human love and sexuality is good news!