Fostering a Questioning Attitude in Youngsters


The aim of education is usually to make people capable, competent and wise so that they can match the challenges of life. Within the world that really is dynamic, entropy and chaos quickly enter the picture as pace of life becomes faster, demands on that individual’s mental, physical, and emotional resources increase and adaptability and adaptability become the buzz words. To accommodate all these factors, entrepreneurs be innovative, creative, have the ability to work collaboratively, communicate effectively, think critically and feel proactive.

It necessarily follows that education too must change and shift focus to teaching-learning methods that are in accordance to inquiry, information creation and knowledge construction – life skills that assist in problem solving and decision making.
Our conventional education system lays stress on:
• Information event
• Quantum of information kept in random access memory
• Evaluation in accordance to memorized information
• ‘imparting’ schooling
• Chalk and talk system
• Focus on LOTS (Lower Order Thinking Skills)
• Questioning attitude is certainly not encouraged, making students passive information recipients instead of proactive knowledge creators.

We have to work upon each one of the areas outlined above so that you can bring a meaningful change within the education system. Among the preceding, fostering a questioning attitude in children is maybe the realm that has to have maximum qualitative and attitudinal change on behalf of one’s educators. A questioning attitude isn’t just about Requesting information. It involves investing oneself in the experience of learning in order to develop/construct meaning through research, effort, applying mind using HOTS (Higher Order Thinking Skills).

When asked to give out traits that characterize children who definitely are 2-3 years old, teachers consistently list inquisitiveness and curiosity from being the defining traits for that grow older. Thus, Inquisitiveness and curiosity are traits possessed by all children even with it age and form the foundation of the training experience. Children use these traits in order to make sense of the world close by.

To show, consider that for the topic ‘Fruits we eat’, a bunch of 3-4 year olds are asked to identify all of the fruits that goes applied to prepare a fruit salad served to them. Look on the method they’d adopt in order to reach your solution. You will notice that they are actually regular little scientists who intuitively follow the scientific approach within a perfectly logical way. They will incorporate the following steps:
• Enquire
• Look into
• Try
• Practical experience
• Examine
• Estimate
• Express
By observing the infants it can be inferred that constructing meaning is a PROCESS involving logical steps. Thus learning as well is, therefore, a PROCESS, facilitated greatly by teaching. We can thus conclude that constructing knowledge involves a meaningful Teaching-Learning process. Infancy is a stage in child development where in child receives tons of input from his surroundings using his senses and attempts to sound right around the globe around him through exploration and experience. Your children are propelled by inquisitiveness and curiosity, the difficulty of explore, question, discover and interpret.

So that inquisitiveness and curiosity to flourish, the 7 ‘e’s in the above list are indispensable. For your 7 ‘e’s to develop, a questioning mind as well as a questioning attitude are must.

As children grow, very low traits that characterize early childhood, and which are central to the learning experience, shrink and peter out instead of developing more fully. The outcome that children simply can’t invest themselves fully among the experience of learning. They become ‘passive information sponges’. An outcome with this entire series is the fact that the creative and demanding thinking skills are stunted, HOTS are limited, and the child is ill-prepared to face the demands of one’s real intensely competitive world.

This analysis brings us to the very pertinent question: Why do the traits central to learning and which all children inherently possess from a very early age, show regression? There are many reasons educators will list, the favourites being that a shortage of an opportunity to complete the syllabus leaves little time for anything other than lecture method to be adopted, insufficient facilities and teaching aids to support and supplement the topic, disturbances in classes resulting from extra-curricular activities, good deal of candidates among the class, burden of duties further than teaching, etc.

Unfortunately, the tendency of passing upon the buck is sadly apparent here. This really is not to talk about the fact that the above commonly are not topics concern, but certainly they aren’t so insurmountable so you don’t have any solutions really. In each and every school there is a strain of teachers who would complete the syllabus promptly, which will use innovative pedagogy, who will find resources and convert routine things into learning aids and who would be loved and respected from the students due to the fact they go additional mile. Reemerging onto the question as to why children show regression in traits central to learning, we certainly would fare better as educators to introspect and pin a significant portion of blame a way, that is actually, here with us. It is the teachers’ attitudes and behaviours that may largely responsible.

Now, how do we develop the traits central into the learning experience alternatively to allowing them to peter out? The apparent response is:
• Address the ATTITUDE of teachers towards questioning by students.
• Modify the BEHAVIOR of teachers towards nurturing a questioning attitude in youngsters.
This will certainly give you a big boost to preserving the traits central to learning. There isn’t any denying which the role of a given educator is of paramount importance in fostering a questioning attitude in youngsters. Once we have zeroed-in on what we as educators can do to stop the down-slide, it is necessary to evolve strategies to rectify the problem without being released in direct confrontation having the education system. The system has its positive points, we don’t will need to turn it on its head; only modify it steadily exercise caution as you towards efficiency.

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