{"id":925,"date":"2011-12-19T21:00:03","date_gmt":"2011-12-19T21:00:03","guid":{"rendered":"http:\/\/content.scienceofecd.com\/third-edition\/?page_id=925"},"modified":"2026-03-06T18:25:12","modified_gmt":"2026-03-06T18:25:12","slug":"cl-2-5-inquiry","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/third-edition\/cl-2-5-inquiry\/","title":{"rendered":"CL 2.5 How children learn"},"content":{"rendered":"\n
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As teachers, there is a certain satisfaction in delivering the perfectly wrapped-up lesson, no loose-ends left dangling. We need to keep our minds always on the goal, however. The goal of student learning is best furthered if everything is not perfectly wrapped up, if we leave things a little unfinished for students to ponder and complete themselves. . . . Not only does this keep students thinking about the lesson for far longer, but it gives them the opportunity to make their own discoveries. The pride, self-confidence, and excitement that comes from discovering for themselves, from figuring out things for themselves, is priceless” (Diamond, 2010, p. 786).<\/p>\n<\/blockquote>\n\n\n\n

Diamond (2010) makes the point that when faced with the task of learning something new, most people would prefer to participate actively and have a chance to try it out instead of listening passively while someone lectures or describes it. However, this point is often forgotten by teachers, even those of young children.<\/p>\n\n\n\n

Watch the next video in which preschool children investigate mechanical objects.<\/p>\n\n\n

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\n VIEW<\/span>Investigating mechanical objects (2:08)<\/span> \n \n <\/div>\n <\/div>\n
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