Posts tagged children

Furniture maker IKEA commissioned a research organization to interview 11,000 parents and children in 25 countries in Europe, North America, Australia, and East Asia to find out their thoughts on children, families, and play (Facebook, PDF). I'd have loved to compare results for the rest of the world too, but I guess there aren't as many IKEAs there.

re: children, parents, play, tv

Nate:

Children overwhelmingly prefer playing with their friends and parents over watching TV.
When children across the world were asked to choose between watching TV or playing with friends or parents, they overwhelmingly choose to play with friends (89%) and parents (73%) with TV a very poor substitute for social interaction at only 11%.

Nearly half of the parents think play should be educational. Children disagree.
Nearly half (45%) of all parents think that play is best when it’s educational. This rises to two thirds of parents in China, Slovakia, Czech Rep, Spain, Hungary, Russia, Poland and Portugal. A further minority at 17% (China, Italy, Russia and US) actually prefer their children to learn things rather than to simply play. 27% think play should always have a purpose. As for the children, 51% actually prefer to play rather than learn.

The author of this study's theory is that this penchant for overimitation may be crucial to humans' ability to create and transmit culture. For us, "it is knowing the way things are done, not what gets done, that is important."

re: children, copying, culture, learning

Nate:

In previous studies, dogs and chimps taught to open a box and retrieve a toy copied their teacher’s toy-seeking behavior only when it proved efficient. When the instructing adult added irrelevant actions, such as brushing a feather along the edge of the box before opening it, the animal trainees skipped them, doing only what was necessary to get to the hidden toy. But human children copied every detail, even the pointless brush of the feather.

“Animals focus on getting the job done,” explains Mark Nielsen, a psychologist at the University of Queensland in Brisbane, Australia. “Humans seem to almost forget about the outcome and copy everything we see.”

Perseverance and discipline likely matter more than intelligence and innate talent when it comes to being successful in one's endeavors. And—according to the study cited at the end of the article—praising children for their hard work rather than their innate skill yields significant improvements in test results; kids praised for their talents actually start doing worse when they encounter significant challenges.

re: children, disciplines, intelligence, psychology

Nate:

Lewis Terman, the inventor of the Stanford-Binet IQ test, came to a similar conclusion. He spent decades following a large sample of “gifted” students, searching for evidence that his measurement of intelligence was linked to real world success. While the most accomplished men did have slightly higher scores, Terman also found that other traits, such as “perseverance,” were much more pertinent. Terman concluded that one of the most fundamental tasks of modern psychology was to figure out why intelligence is not a more important part of achievement: “Why this is so, and what circumstances affect the fruition of human talent, are questions of such transcendent importance that they should be investigated by every method that promises the slightest reduction of our present ignorance.”

Unfortunately, in the decades following Terman’s declaration, little progress was made on the subject. Because intelligence was so easy to measure - the IQ test could be given to schoolchildren, and often took less than an hour - it continued to dominate research on individual achievement.

The end result, says James J. Heckman, a Nobel Prize-winning economist at the University of Chicago, is that “there was a generation of social scientists who focused almost exclusively on trying to raise IQ and academic test scores. The assumption was that intelligence is what mattered and what could be measured, and so everything else, all these non-cognitive traits like grit and self-control, shouldn’t be bothered with.”

This is from a short story taken from David Foster Wallace's posthumous novel in progress, The Pale King. The whole story, an exploration of childlike faith, is worth reading and rereading—indeed, the emotion I most strongly associate with reading David Foster Wallace's work is a (generally somewhat frustrated) impulse to reread. But in this case the impulse comes gladly and with a touch of, and a feel for, grace.

re: children, faith, grace, horizons of the possible, literature

Nate:

At any rate, the best analogy for the experience of hearing these childhood “voices” of mine is that it was like going around with your own private masseur, who spent all his time giving you back—and shoulder—rubs (which my biological mother also used to do whenever I was sick in bed, using rubbing alcohol and baby powder and also changing the pillowcases, so that they were clean and cool; the experience of the voices was analogous to the feeling of turning a pillow over to the cool side). Sometimes the experience of the voices was ecstatic, sometimes so much so that it was almost too intense for me—as when you first bite into an apple or a confection that tastes so delicious and causes such a flood of oral juices that there is a moment of intense pain in your mouth and glands—particularly in the late afternoons of spring and summer, when the sunlight on sunny days achieved moments of immanence and became the color of beaten gold and was itself (the light, as if it were taste) so delicious that it was almost too much to stand, and I would lie on the pile of large pillows in our living room and roll back and forth in an agony of delight and tell my mother, who always read on the couch, that I felt so good and full and ecstatic that I could hardly bear it, and I remember her pursing her lips, trying not to laugh, and saying in the driest possible voice that she found it hard to feel too much sympathy or concern for this problem and was confident that I could survive this level of ecstasy, and that I probably didn’t need to be rushed to the emergency room, and at such moments my love and affection for my mother’s dry humor and love became, stacked atop the original ecstasy, so intense that I almost had to stifle a scream of pleasure as I rolled ecstatically between the pillows and the books on the floor. I do not have any real idea what my mother—an exceptional, truly lovable woman—made of having a child who sometimes suffered actual fits of ecstasy; and I do not know whether she herself had them. Nevertheless, the experience of the real but unobservable and unexplainable “voices” and the ecstatic feelings they often aroused doubtless contributed to my reverence for magic and my faith that magic not only permeated the everyday world but did so in a way that was thoroughly benign and altruistic and wished me well. I was never the sort of child who believed in “monsters under the bed” or vampires, or who needed a night-light in his bedroom; on the contrary, my father (who clearly “enjoyed” me and my eccentricities) once laughingly told my mother that he thought I might suffer from a type of benign psychosis called “antiparanoia,” in which I seemed to believe that I was the object of an intricate universal conspiracy to make me so happy I could hardly stand it.

I recall having a strong sense of Lego nomenclature as well, though I'm hazy on the details. I should go out to the storage bins in the garage to root around and see if the touch of plastic can retrieve any specific terms. Meanwhile, Language Log's Geoff Pullum sums up this delightful article well: "It's about the deep-seatedness of children's need to have names for all the things they deal with — and the lack of any necessity for there to be pre-existing names in the language they happen to have learned."

re: children, cultural worlds, families, language, names, play, words

Nate:

Then, when another seven-year-old came round for tea after school one day, I overheard the two of them, busy in the spaceship construction yard that used to be our living room, get into a linguistic thicket.

“Can you see any clippy bits?” my son asked his friend. The friend was flummoxed. “Do you mean handy bits?” he asked, pointing.

“Yes,” replied my boy. “Clippy bits.”

Of course! This language of Lego isn’t just something our family has invented; every Lego-building family must have its own vocabulary. And the words they use (mostly invented by the children, not the adults) are likely to be different every time. But how different? And what sort of words?

My mother, a longtime public school librarian, is a big fan of Reading Rainbow, but when I broke the news to her that the show had been cancelled after a 26-year run, she wasn't as sad as, say, I was. "I don't think it's such a big deal; they can still show kids the reruns." So my sadness is probably a significant bit of gen-x nostalgia. But don't take my word for it ...

re: books, children, cultural worlds, pbs, reading, tv

Nate:

[T]he funding crunch is partially to blame, but the decision to end Reading Rainbow can also be traced to a shift in the philosophy of educational television programming. ... PBS, CPB and the Department of Education put significant funding toward programming that would teach kids how to read — but that’s not what Reading Rainbow was trying to do. “Reading Rainbow taught kids why to read,” Grant says. “You know, the love of reading — [the show] encouraged kids to pick up a book and to read.”

Linda Simensky, vice president for children’s programming at PBS, says that when Reading Rainbow was developed in the early 1980s, it was an era when the question was: “How do we get kids to read books?” ... Research has directed programming toward phonics and reading fundamentals as the front line of the literacy fight. Reading Rainbow occupied a more luxurious space — the show operated on the assumption that kids already had basic reading skills and instead focused on fostering a love of books.

Guilt's benefits, in ascending order: it keeps us from being sociopaths; reminds us that we shouldn't do bad things and that when we do we should make (or seek) amends; and it may serve as a proxy for self-control, making possible the growth and development befitting a genuine fruit of the spirit.

re: atonement, children, guilt, horizons of the possible, psychology

Nate:

Guilt in its many varieties — Puritan, Catholic, Jewish, etc. — has often gotten a bad rap, but psychologists keep finding evidence of its usefulness. Too little guilt clearly has a downside — most obviously in sociopaths who feel no remorse, but also in kindergartners who smack other children and snatch their toys. Children typically start to feel guilt in their second year of life, says Grazyna Kochanska, who has been tracking children’s development for two decades in her laboratory at the University of Iowa….

“Children respond with acute and intense tension and negative emotions when they are tempted to misbehave, or even anticipate violating norms and rules,” Dr. Kochanska said. “They remember, often subconsciously, how awful they have felt in the past.”

In Dr. Kochanska’s latest studies, published in the August issue of The Journal of Personality and Social Psychology, she and colleagues found that 2-year-olds who showed more chagrin during the broken-toy experiment went on to have fewer behavioral problems over the next five years. That was true even for the ones who scored low on tests measuring their ability to focus on tasks and suppress strong desires to act impulsively.