Children's Need to Know: Curiosity in Schools

Autor/in	Engel, Susan
Titel	Children's Need to Know: Curiosity in Schools
Quelle	In: Harvard Educational Review, 81 (2011) 4, S.625-645 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Stellungnahme; Personality Traits; Learning Activities; Childhood Interests; Teacher Student Relationship; Interaction; Social Development; Student Interests; Teaching Methods; Novelty (Stimulus Dimension); Infants; Toddlers; Child Development; Active Learning; Discovery Learning; Inquiry; Young Children + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lernaktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Soziale Entwicklung; Studieninteresse; Teaching method; Lehrmethode; Unterrichtsmethode; Infant; Toddler; Toddlers; Kleinkind; Infants; Kindesentwicklung; Aktives Lernen; Entdeckendes Lernen; Frühe Kindheit
Abstract	In this essay, Susan Engel argues that curiosity is both intrinsic to children's development and unfolds through social interactions. Thus, it should be cultivated in schools, even though it is often almost completely absent from classrooms. Calling on well-established research and more recent studies, Engel argues that interactions between teachers and students can foster or inhibit children's curiosity. She offers an explanation for why curiosity is not a priority in our educational system and calls for greater attention to children's interests and explorations, which, she argues, are the mechanisms that underlie authentic learning. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10