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.
Skip Nav Destination
Research Article| December 16 2011
Children's Need to Know: Curiosity in Schools
Harvard Educational Review (2011) 81 (4): 625–645.
- Views Icon Views
- Share Icon Share
- Search Site
Susan Engel; Children's Need to Know: Curiosity in Schools. Harvard Educational Review 1 December 2011; 81 (4): 625–645. doi: https://doi.org/10.17763/haer.81.4.h054131316473115
Download citation file:
Citing articles via
Authority and Control: The Tension at the Heart of Standards-Based Accountability
JACK SCHNEIDER, ANDREW SAULTZ
Why Trust Science?
Ellis E. Reid, V