Thoughts on Reading, Writing, and 'Rithmetic

As soon as I was old enough, my mom began teaching me how to use the dictionary and encyclopedia independently (these were the ancient times before internet and Google). After I had mastered these skills, her strategy of question-answering changed.

"Mom, why do some animals have babies and other animals have eggs and stuff?"

"I don't know, honey. Look it up and write a two-page paper on it and let me know."

This became the standard answer throughout my growing up years - even if my parents knew the answer to my question. While this method may seem extreme, it was very effective. I learned early on to research for myself and back up information I was given by others with information from a reputable source such as an encyclopedia or a textbook. I also quickly learned to apply previous information to new situations and problems rather than just expecting a solution to be handed to me. My mom was encouraging independent thinking.

There is a hierarchy of responses parents give to those nagging questions kids always seem to have. Some encourage further questioning and discovery, while others can actually discourage these characteristics.

For example, the classic: Why is the sky blue?

Option 1: Don't have the conversation. "Because it just is."

Option 2: Admit ignorance. "I don't know - but that's a good question."

Option 3: Encourage finding an answer. "I don't know. Let's google that and find out."

Option 4: Encourage thinking about the possibilities. "Let's see, what do you think? Maybe there's something in the air?" OR "Maybe it depends on air temperature - some days the sky seems bluer than on other days, I've noticed."

Option 5: Encourage evaluating ideas. "How could we find out about sky color and air temperature?"

Option 6: Encourage follow-through. "How about we work on that tomorrow evening? Don't let me forget, we're going to do some research."

The more encouragement your child has to inquire and test theories, the more automatic those mental processes will become. Simply giving the answer may seem to be just as effective, but the process of discovery is also important to the development of higher order thinking skills (HOTS, discussed in a previous blog entry).

Not all situations will call for Option 6, nor will time or attention spans always allow for it, but it is a good exercise. If you chose to work with your child, encourage more inquiry along the way. Help guide the way they research and draw conclusions. Rather than pointing out the main idea in an article, dialogue with your child about what they think it might be, and teach them what to look for in the process.

 If your child doesn't seem to be developing those skills, or if thinking independently is a struggle, it could be a sign of a language comprehension problem. Testing is available to determine if it is an issue that should be addressed. ALP's Visual-Verbal Integration program targets the mental images created by language, allowing for greater understanding and the ability to apply HOTS to the new information.

Rachel Phelps
Clinician

Coming soon: The "What if" factor - using familiar stories to teach critical thinking