![]() She also encodes the experience with emotion. The heft of a shovel, sun on her face, fragrant soil on her knees, and the feel of a worm in her hands provide her with sensory detail. On the other hand, a child encountering a worm while helping in the garden gains body memories to associate with the experience. It has no context in the child’s experience and no connection to the child’s senses. When education is approached in this disconnected manner, the brain doesn’t process the information in long-term storage very effectively. If the child musters up enthusiasm to learn more about worms despite this lackluster approach, there’s no time to do so because directly after the science lesson the child must go on to the next subject. A child’s whole being strains against the limitations of curricula meant only for eyes and ears, or that assigns closed-ended tasks.Ī typical school or school-at-home lesson intended to teach a child about worms may have diagrams of a worm’s body to label and a few paragraphs about the importance of worms, followed by comprehension questions. (We all are, at any age.) When they are fully involved, what they learn is entwined with the experience itself. Children are drawn to explore the world through their senses. ![]()
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