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THE ROLE OF TEACHERS IN
UNDERSTANDING CURIOSITY OF THE CHILD
AT PRE-PRIMARY LEVEL
MARIAM SOHAIL MALIK
DEPARTMENT OF EDUCATION COLLEGE OF ECONOMICS AND SOCIAL DEVELOPMENT (CESD)
INSTITUTE OF BUSINESS MANA GEMENT
KARACHI, PAKISTAN
2019
THE ROLE OF TEACHERS IN
UNDERSTANDING CURIOSITY OF THE CHILD
AT PRE-PRIMARY LEVEL
MARIAM SOHAIL MALIK
DR. SARWAT NAUMAN
SUPERVISOR
A THESIS SUBMMITED IN PARTIAL FULLFILMENT OF
THE REQUIREMENTS FOR THE DEGREEE MBA IN
EDUCATION MANAGEMENT. DEPARTMENT OF
EDUCATION, INSTITUTE OF BUSINESS MANAGEMENT
KARACHI-PAKSITAN
2019
Certificate of Approval
It is certified that Ms. Mariam Sohail Malik has successfully completed her
research study under my supervision on “The Role of Teachers in Understanding
Curiosity of the Child at Pre-Primary Level” in part fulfilment of the degree of MBA
in Education Management. Her dissertation meets the scholarly standards as set by the
Institute of Business Management.
Prof. Dr. Nasreen Hussain Dr. Sarwat Noman
Head of Department Research Supervisor
Nov 2019 Nov 2019
Abstract
This research studies the importance of curiosity and the impact that it plays on
the young child in order to develop critical thinking skills. To know the child’s
personality, it is important to know the element of curiosity that the child possesses.
This paper will help in understanding the perception of curiosity with respect to the
teachers and can bring a positive development in the child. It has been observed that
young children usually spend their time with teachers. These teachers can only be
helpful if they are aware of the fact that curiosity would lead them to learn, to explore
and to be independent beings. In the 21st century, it is important for teachers to
transform into a new worlds of teachings where, a child can learn ad explore himself.
The environment should be designed that it would cater the child’s inner needs. To
understand a child is to know his psychological needs that would make him a
harmonious being. Moreover, the teacher had to understand the different pedagogies
to boost up the curiosity level. Every day, it could be challenging if the inner needs of
the child is not catered.
This paper will help find different methods for teachers to implement so that they
can bring a positive energy in the child. This research was conducted to find out the
various reasons where teachers hold the essence of intrinsic forces of the child in
order to pursue their own plans. The findings stated that curiosity can easily be
catered if the teachers are given an opportunity to perform duties on their own and
work according to their experience with the child. It is important to note that the
child’s curiosity is the only key element where he could break or make his own style.
However, teachers at pre-primary level can bring the good change if they actively
participating in enhancing curiosity. This research paper would significantly guide
teachers to eliminate mistakes during classroom presentations and lesson plans. In the
end, in order to reach the child, it’s better to understand his psychological needs. That
would make him an independent child. Lastly, at pre-primary schools, during short
school timings, teachers perform at their fullest for a happy and a harmonious child.
Keywords: curiosity, teacher, child, pre-primary
To my family and friends
Thank you for believing in me, it was with your due support and constant
encouragement that have made me competent to complete this research and degree.
Acknowledgements
I would like to thank first Allah Tallah on providing me such knowledgeable
mentor Dr. Sarwat Nauman, who guided me in every step and provided me with a
positive critique which improved my research and my learning. Her guidance has
opened a learning arena for me which I will cherish for my life time. I would like to
thank Dr. Muhammad Abid Ali and Dr. Shahida, because of your teachings; it
compelled me to do research on this topic.
Table of Content
Chapter 1: Introduction……………………………….………………………. 1
Background of the Study …...…………………………………………… 2
Purpose of the Research……………………………..…………………… 3
Research Questions ……………………………………………………… 3
Rationale of the Study …………………………………………………... 4
Definition of Key Terms…………………………………………………. 4
Chapter 2: Literature Review……………………………………..................... 5
Curiosity in a Child……………………………………………………… 5
Philosophical Underpinnings of a Childs’ Curiosity……………………. 6
Teacher’s Role in Understanding Curiosity ……………………………. 7
The Curious Classrooms…………………………………………………. 10
Enhancement of Curiosity through Lesson Plans ………………………. 11
Chapter 3: Methodology ………………………………………………………. 14
Purposive Sampling……………………………………………………… 15
Data Collection………………………………………………………….. 15
Data Analysis …………………………………………………………… 16
Chapter 4: Result………………………………………………………………. 17
Perceptions of Curiosity ………………………………………………… 18
Character Building is the Child Achievement……………........................ 20
Cultural Education through Senses ……………………………………... 21
A Concept of Mindfulness………………………………………………. 23
Materials Required for Development …………………………………… 25
Chapter 5: Discussion ………………………………………………………….. 27
Chapter 6: Conclusion & Recommendations…………………………………. 35
Way Forward………………………………………………...................... 37
References………………………………………………………………………... 39
Appendix A………………………………………………………………………. 45
Appendix B………………………………………………………………………. 46
UNDERSTANDING CURIOSITY OF THE CHILD 1
Chapter 1
Introduction
Children from very early age are born with a driving force called curiosity. It
is heavily linked with all aspects of human development, in which it drives the
process of inquisitive thinking and way of exploring knowledge. Curiosity is the
nucleus of a person which helps to acquire creativity, critical thinking skills, complex
problem solving and cognitive flexibility skills. However, this sensitive issue was
usually missed by adults, as they felt that children must be given certain directions so
that they would act in a certain way. Lewis (1994) argued that adults can be a source
of barrier in hindering a child’s exploration or a facilitator to remove barriers.
According to Maria Montessori (1949) adults should focus a child as an individual
being. An independent being having its abilities to see, think and wonder and helps a
child for discovery and perfection. Therefore, the importance of curiosity helps a
child’s personality to develop his own skills which lead to an independent and a self-
learner being.
Another important factor is to understand the importance of a well-aware
child. Jean Piagent’s developmental theories explained the distinct stages of cognitive
development in children and emphasize that these stages are mostly universal across
all cultures. However, Maria Montessori’s concept states that children pass through
certain phases throughout their early ages; they have a strong force or sensitivity to
learn a specific skill. These are called Sensitive Periods. They are transitory and occur
only a short period of time. These sensitive periods are the reflection of curiosity, and
the aim of these sensitive periods is to accomplish a certain skill and falls away.
Another comes, it peaks then fades away. Thus, these sensitive periods may overlap
UNDERSTANDING CURIOSITY OF THE CHILD 2
and manifest themselves for a certain behaviour pattern. During these periods a child
shows pleasure in performing such activities. When the child is not allowed to follow
his sensitive periods, he would lose his special ability and would affect his whole
inner self for the rest of his life. Therefore, sensitive periods engaged the students to
acquire a certain skill and transfer them for a purposeful learning, and this learning
helps a child to become a well-aware and enlightened human being.
The secret of being a helpful adult is to understand the logic of sensitive
periods with a watchful eye on a child’s curiosity and help them to fertile in which
seeds may be sown to grow on its own. Let nature take over the seeds for fresh
sprouts with independence. In the light of Iqbal, his philosophy combines knowledge,
sensed perception, reason and intuition which mean that every individual can be
creative and carry his own abilities to stand in the society independently.
Background of the Study
The word curiosity was conceptualized as a positive emotion, which motivates
to do task (Kashdan & Rose, 2010). It’s the chain where it leads to polish further
skills of the child. Furthermore, it helps in enhancing two main elements; first one is
exploration and then absorption (Kashdan & Rose, 2010).
According to Berlyne (1978) curiosity is defined as the internal state of being
which generates the tendency to engage. This engagement later enhances the
exploratory behavior. Therefore, it power of curiosity perks up the engagement skills
in order to explore or evaluate the surroundings of the child.
According to Loewenstein (1994) some researchers believed that curiosity can
be explained as a reference-point phenomenon. He strongly believed that, curiosity
UNDERSTANDING CURIOSITY OF THE CHILD 3
builds up the prior knowledge and can evoke or cannot be evoke depending upon its
level of knowledge.
Gallagher (2007) found out that curiosity continuously shape up the wee-
being. It is the driving force which enables to develop exploration for a better and
harmonious being. This research paper will discuss the perspective of teachers about
curiosity at Pre-Primary Level and also cover its benefits on child development
through qualitative research.
Purpose of the Research
Since the last decade, many of the private schools had integrated focus on
child’s curiosity in their curriculum where teachers develop activities on different
topic and students work accordingly. There is a different perception of curiosity in the
mind of teachers and their management. This research paper will try getting
understanding of teachers at pre-school about curiosity of the child and how they
implement the strategy in their classroom settings, lesson plans and methods.
Research Questions
1- What are the teacher’s perceptions about curiosity of a child?
2- How do teachers implement methodologies in pre-primary level to support the
curiosity of the child?
The Statement of the Research Problem
Curiosity is a basic element of full development of a child. Full development
means well-aware and a knowledgeable child. The adults are unaware and think that
there’s no such inner force that leads a child towards better self-learning. Instead, they
UNDERSTANDING CURIOSITY OF THE CHILD 4
directed children to such activities which are meaningless to children. It doesn’t have
any direction related to a child’s development. It’s important to understand the
connection between these two aspects would lead towards a better and a harmonious
personality. One factor limiting our understanding of it is the lack of a widely agreed
upon delineation of what is and is not curiosity; another factor is the importance of
these two magical terms. This study will propose that, rather than worry about
defining curiosity, it is more helpful to consider the motivations for information-
seeking behavior and to study it in the light of the child’s perspective.
Rationale of the Study
This research is conducted to provide better understanding and significance of
curiosity. Now a day’s whole world human being is busy with new technology and
they forget their natural child around them. Curiosity is very important in starting
years of childhood development. It enriches a child’s development and motivates
them for learning by doing. Here this element can make or break the child’s
development.
Definitions of key terms
Curiosity: Curiosity is the strong desire to learn or know something.
Teacher: Teacher is a person who pushes the inquiry skills and helps a child to
acquire knowledge or values.
Child: A young, energetic, observant human child, who wishes to explore and learn new
things with respect to his inner urges and become a calm and harmonious being.
Pre-Primary: A group of young children aged between 2.5 to 3.5, who are involved
to know more sensorial by using senses. These senses are being forced through inner
urges called curiosity.
UNDERSTANDING CURIOSITY OF THE CHILD 5
Chapter 2
Literature Review
Curiosity in a Child
The word curiosity explained that the behaviour acted in some way required
and are characterized by carefulness or inquisitiveness; it is basic instinctive need or a
vigorous effort to achieve a goal. Berlyne (1954) emphasized that curiosity is a
motivational spirit for exploratory behaviours. In the light of Agar (2017) curiosity
has a peculiar place in the history of science. He further argued that in the modern
days, curiosity is the love for a spirit that enables a person to get motivated. It is also
defined as a constructor to build the interest and motivation. However, the same
thought was shared by Piaget in his Cognitive Developmental Theory that, an active
nature of the child is totally based upon curiosity. He further added that children from
birth are inquisitive and explorative. They love exploring nature and try to acquire
knowledge in order to brush up critical thinking and problem solving skills. He
strongly believes that children do not wait passively to wait for other to present
problems for them; they actively seek problems to solve themselves. Clearly, it is just
in their nature to be curious, inquisitive and interested in novelty. He added that, the
level of curiosity would exceed if child is given a good environment. Curiosity is the
salient characteristic that has motivational force and can be stimulated internally to
acquire goals. It is a basic element of our cognition, yet its biological function,
mechanisms, and neural underpinning remain poorly understood. It is nonetheless a
motivator for learning, influential in decision-making, and crucial for healthy
development.
Previously, the definition and dimensionalities of curiosity was limited and
explained in two ways. First, it was the intrinsic force that motivated for information.
UNDERSTANDING CURIOSITY OF THE CHILD 6
The second, curiosity was viewed as a passion as Ceicaro referred “passion for
Learning” (Leowestein, 1994) .The curiosity can be viewed as an appetite which is
sharp that creates cognitive development as per Piaget. On the other hand, some
writers like different perception for curiosity. According to Berlyne (1978) curiosity
has a strong linkage with the child’s interests. However, in his book of Novelty and
Curiosity as Determinants of Exploratory Behaviour, Berlyne says that curiosity is the
thirst for knowledge. He further stated that curiosity is the stimulus that helps in
observations and generalization for learning. Voss and Heidi (1983) noted that
exploratory behaviour indicates the intelligence and exploration is the form of higher
intelligence. According to them, they are the higher intelligence defined as creativity
and curiosity.
Therefore, curiosity could be explained that it is the form of intrinsic
motivation which fosters knowledge and triggers exploration. So, curiosity connects
motivation with exploration which was explained by Gottlieb and Lopes (2016).
Hence, the element of fun could be easily seen in education of the 21st century.
While there’s not yet the concrete consensus on how to explain curiosity
operationally and it is all psychological and couldn’t measure in terms of scale or
degree. However, recent studies in psychology and neuroscience have shown that
experiencing these features improved memory retention and helps in better learning.
According to Valeria and James (2015), intrinsic motivation could be seen in young
kids that make them inquisitive to explore the world around them. In the end,
curiosity arose from within and increases the knowledge to be a well aware being.
Philosophical Underpinnings of a Child’s Curiosity
The researchers and psychologists struggled to find out whether the curiosity
UNDERSTANDING CURIOSITY OF THE CHILD 7
in the primary or secondary motive in human beings. An early account of curiosity,
later improvised by McDougall viewed curiosity as an emotional that could produce
for the same reason. In keeping with the functionalists approach, William believed
that curiosity has a driving force to explore the environment. According to the
Miettinen and Reijo (2000) learning is the process whereby knowledge is created
through getting experiences. The author explained Kolb’s learning cycle in his own
way that true knowledge is based on perceptions. This theory was also explained by
Dr. Motessori (1974) that a new-born baby has a psychic embryo. She explained that
the child has an ability to follow his inner urges to explore the environment. Dr.
Montessori used the word psychic with the contextual meaning of the psyche, or one’s
mind and soul or development of the personality. She argued that childhood is the
time for psychic creation. At this time, intelligence is developing, and shaping
personality. She also emphasized that understanding curiosity enhances the joy of
learning. In a famous book How Children Fail, Holt (1964) stated that, children have
powers of ability to learn and grasp by themselves. He further added that, adults
should give them proper an environment so that child would discover their
perceptions and build own personality.
Teacher’s Role in Understanding Curiosity
Ada Yonath, the Israeli scientist, winner of the Nobel Prize in Chemistry
2009, is quoted in one of her interviews as having said: ‘…when I decided to do
science I was just a human being with insatiable curiosity’ Curiosity is ‘a desire to
understand various phenomena and a quest for knowledge’ (Banasiak, 2018).
Curiosity functions as a source of intrinsic motivation to learn, explore, and
investigate the environment (Silvia, 2008). In the process of interest development,
curiosity may serve as an important and central preliminary stage toward the
UNDERSTANDING CURIOSITY OF THE CHILD 8
establishment of a stable and desirable state – interest; It can be awakened or triggered
by external or situational stimuli and evolve to an enduring predisposition of
engagement in certain content-specific interests (Krappe & Prenzel, 2001). As
curiosity ensures that people develop a broad set of knowledge, skills and experience,
it plays a fundamental role in human cognitive, social, emotional, spiritual and
physical development, education and scientific discovery (Silvia, 2008). For
millennia, scholars have been debating the existence of different types of curiosity
and its dimensionality. Therefore, although curiosity is widely acknowledged as the
core of intrinsically motivated actions, the study of curiosity has mainly suffered from
scholarly ambivalence because of conflicting conceptualization. To further test the
relative importance of state curiosity, we examined the relationship between state
curiosity and interpersonal outcomes, controlling for state (Kashdan, 2004).
According to Berlyne (1954) the first researcher to study the science of curiosity
systematically, dichotomized curiosity into two types: perceptual exploration—which
is used to describe the behaviour of animals, and which leads to increased perception
of stimuli; and epistemic exploration—which is used to describe human behaviour,
and whose main fruits are knowledge. Since this kind of exploration can resolve
ambiguity or conceptual conflict (referred to as drives), it is relieved when knowledge
is procured (the reduction of conflict is the reinforcement).
Walin and Fei (1989) also noted that for curiosity to be aroused, individuals
must become aware of the existing gap between their knowledge about a given
subject and the generally available one. This theory is called “Information Gap
Theory”. This was first shared by (George, 2006). This framework was to introduce
the concept of an information gap – a specific uncertainty that one recognizes and is
aware of. It characterized a specific utility function that describes feelings about
UNDERSTANDING CURIOSITY OF THE CHILD 9
information gaps. It also suggests that feelings about information gaps are the source
of curiosity as well as a second motive to manage one’s thoughts through information
acquisition or avoidance.
Accordingly, the driving factor of curiosity is the urge to close this
information gap. Previously, Berlyne (1954) also demonstrated that novelty,
complexity, and surprise affect curiosity. These characteristics which he called
‘collative variables’ possess the potential to increase the physiological arousal of an
individual encountering the stimuli, hence motivating the exploration of the
environment in order to gain more information about the characteristics of the stimuli.
His theory of curiosity implies that the most curiosity- arousing situations are those
with an intermediate stage of familiarity (between the already familiar and the
completely novel stimuli). He further argued that, the curiosity which leads to
increased perception of stimuli and the curiosity which the main fruits are knowledge
may turn out closely related. So it is “Perceptual Curiosity” and in the second phrase
it is “Epistemic Curiosity”. Unfortunately, although curiosity plays a fundamental role
in development and education, the study of curiosity is characterized by inconsistency
and contradicting results.
Therefore, curiosity is the essential element in the child’s personality.
Children’s enthusiastic curiosity doesn’t need to diminish over time. When conditions
allow children to satisfy curiosity through safe, self-initiated, and playful exploration,
learning occurs naturally. As children investigate, the experiences simultaneously fuel
emotional, social, intellectual, physical, and ethical development (Stephens & Karen,
2007) .They further stated that engage curiosity with simple, hands-on experiments.
Experiments don’t need to be elaborate. During the preschool years, children can play
UNDERSTANDING CURIOSITY OF THE CHILD 10
in the tub with waterproof toys to determine which float and which sink. Kids then
learn to compare and analyse information while having fun. Planting and watering a
seed in a dirt filled paper cup to see what happens is another simple example. School-
agers enjoy more complex experiments learned at school or from the Internet. With
time, space and materials, children’s curiosity finds plenty to explore.
According to Aronoff (1962) an attempt has been made to examine Freud's
writings and to present his ideas on the nature of human curiosity. This is an
extremely important task now when his work is being used in support of many
different theories of curiosity. 2 contrasting theories may be found. The 1st maintains
that curiosity is one of the somatically based partial instincts and emerges during the
stages of development.
The concept of ‘curiosity’ is operationally difficult to investigate—it is
unobservable directly as it requires the use of inference indicators, it is not a unitary
construct and is dynamically changing.
The Curious Classroom
The “how to know” perspective was shared by Chalukian (2015) that it
focuses on student learning, thinking, and inquiry. The Pedagogy of Curiosity follows
this reasoning .but is centered on creating an environment of active curious
engagement. Active curious engagement is characterized by, learning is a result of
active participation, active thinking, active questioning, and focused collaboration.
Teacher and students take ownership and reflect upon the learning process, as
individuals and groups, students utilize inquiry-based research strategies and critical
thinking as the means to build knowledge and understanding. Teacher takes the role
of an academic coach, facilitator, and model of questioning/thinking. These
UNDERSTANDING CURIOSITY OF THE CHILD 11
characteristics illustrate an effort to challenge the assumptions, practices, and roles of
the “what to know” perspective and the traditional classroom. There is a shift of
responsibility from the teacher to the student as the source of knowledge and
information. Students acquire knowledge and information through research strategies,
inquiry, exploration, and collaboration. The teacher structures the class and its
activities to utilize and apply this knowledge to scaffold the development of academic
skills and student thinking. This will allow the students to build and refine their own
learning process and reflective practice throughout the school year emphasizing
intellectual growth and continuous incremental improvement. The teacher workshop
follows the same philosophy. The participants are supported through a series of
activities designed to create professional introspection and reflection. The goal of
which is to create a safe and curious environment that allows teachers to rethink
pedagogy and instructional practice.
Enhancement of Curiosity through Lesson Plans
Curiosity is associated with many of the dispositions teachers want to see in
their students. Curriculum should be designed to encourage curiosity through the
structure and organization of the course and the activities.
The structure and organization of the curious classroom is vital in creating an
environment of active curious engagement. Teachers must be deliberate in their unit
and lesson planning to provide students with purpose, active learning, and a culture of
wonder. According to Chalukian M. (2015) wonder is fostered through questioning.
Therefore, it means that, learning in a classroom should be constructed around asking
questions rather than giving answers. Traditional unit and lesson planning is answer-
driven the curious classroom is question driven, which will encourage curiosity
UNDERSTANDING CURIOSITY OF THE CHILD 12
CURIOSITY
Motivation
Exploration
Repetition
Engagement
among other learning goals. He further argued that unit planning, lesson planning, and
student learning are organized, presented, and developed in a question format or as a
hierarchy of questions. Building the curriculum around questioning implies an
inquisitive nature to learning that will produce more and more questions. However,
according to Fujii (2016) there is a lesson plan cycle or process based on 1- Goal
Setting, 2- Lesson Planning, 3- Research Lesson, 4- Post-lesson Discussion, 5-
Reflection. Which clarifies the idea of lesson that how it has to be conducted
productively and positively. Therefore, lesson plans helps teachers for an active
curious engagement classes.
Figure 1. Framework of child’s curiosity
UNDERSTANDING CURIOSITY OF THE CHILD 13
This Conceptual Framework will be incorporated with the research. It is
important to know that a child’s curiosity allows the child to do certain tasks. This
leads towards motivation that helps the child to complete the task with divine interest.
The child explores inner needs that help him to know about his surroundings. He gets
aware of the environment and helps him to adapt easily. Then, he repeats the tasks to
get perfect in acquiring certain needs. The desire for completing the task with great
force makes him engaged throughout the process. And this conceptual framework will
help out the level of understanding of teachers with respect to the child’s curiosity.
UNDERSTANDING CURIOSITY OF THE CHILD 14
Chapter 3
Methodology
A qualitative research was conducted to investigate the teachers’
understanding about a child’s curiosity and how do they cater this skill to the fullest.
This scientific research covers answers to a research questions which systematically
collects evidence, produces findings that are applicable beyond the immediate
boundaries of this research. Qualitative research is especially effective in obtaining
culturally specific information about the values, opinions and understandings about
the importance of curiosity.
The research was conducted through triangulation method. It is the powerful
technique which facilitates validation of the data. Triangulation helps to collect data
from different perspectives.
This research was conducted to collect data through, classroom observations,
interviews and document analysis. Individual interviews were conducted from 5 Pre-
Primary teachers; five were experienced and one newly hired. The duration of each
interview was 30 minutes. Semi-structured questionnaire was prepared with open-
ended questions.
Document analysis of the lesson plan was conducted to evaluate some of the
most important six skills, which enhances the curiosity of a child at pre-primary level.
These documents refer to those 5 teachers whom interviews were conducted. The
same teachers’ classes were observed, so that the understanding of Curiosity would be
easily seen. Each observation was one hour, where all the important elements of
curiosity were keenly observed through a checklist
UNDERSTANDING CURIOSITY OF THE CHILD 15
Purposive Sampling
The researcher used purposive sampling where researcher focused on a
particular group of people who were belonging to education of pre-primary classes.
Data Collection
Instruments: Three instruments were in this study. One was the semi structured
interview (Appendix A) and other was observation checklist for classroom and
document analysis table (Appendix B). This helped us to understand the thoughts and
perception of the person who were responding.
Interviews: To focused and qualitative textual data semi-structured interviews were
used. By this method it creates a balanced between open-ended interview flexibility
and used during both the stages early and late for exploring the research domain.
However, by this method we can uncover informative descriptive data by the personal
experiences of participants.
Semi-structured interviews were usually carried out by the taking observations
and it supports the researchers to develop a keen understanding of the topic of
interest, which is important for the development relevant and meaningful semi-
structured questions. Open ended questionnaire was developed to cater the conceptual
framework of the study. Interviews were tape recorded and transcribed into themes.
Document Analysis: The analysis part addresses the lesson’s effectiveness – to what
extent did the students meet the objectives stated in your lesson plan and how do you
know? Make a claim about student learning and support it with evidence that you
gathered from the lesson. Participants were interviewed individually, and then lesson
UNDERSTANDING CURIOSITY OF THE CHILD 16
plans were deeply studied keeping in mind the conceptual framework. They
responded to open-ended questions pertaining to the lesson study model, their
experiences and classroom strategies. Interviews were tape recorded and transcribed.
Classroom Observation: Researcher observed the classes of pre-primary classes
through which researcher were able to align their perspective with real practices of
class. This was conducted by the observation checklists which follows the outline of a
conceptual framework.
Data Analysis
For qualitative data researcher used thematic approach. Researcher was
conducted the interviews. First step to analysis this collected data was transcript all
interviews separately then developed the title and codes which was extract from
transcription; after this researcher was identify the themes and summarize the data.
Researcher triangulates the data between teachers’ interviews, classroom observations
and lesson plans analysis that was showed in the result about their perception and
understanding of curiosity. However, classroom observations reflect the real practices
of curiosity.
UNDERSTANDING CURIOSITY OF THE CHILD 17
Chapter 4
Result
In this section, the results from the qualitative data are represented. The data
was collected through themes by transcribing interview data of interviews, analysis of
the documents (lesson plans) and classrooms observation checklist.
Individual interviews were conducted from 5 Pre-Primary teachers; five were
experienced and one newly hired. The duration of each interview was 30 minutes.
Semi-structured questionnaire was prepared with open ended questions.
Document analysis of the lesson plan was conducted to evaluate some of the
most important six skills (Conceptual Framework), which enhances the curiosity of a
child at pre-primary level. These documents refer to those 5 teachers whom
interviews were conducted.
1- Curiosity
2- Motivation
3- Exploration
4- Repetition
5- Engagement
The same teachers’ classes were observed, so that the understanding of
Curiosity would be easily seen. Each observation was one hour, where all the
important elements of curiosity were keenly observed through a checklist. The five
major themes that emerged from the interviews conducted by the researcher are as
follows.
UNDERSTANDING CURIOSITY OF THE CHILD 18
1- Perception of Curiosity
2- Character building is the child achievement.
3- Cultural education through senses.
4- A concept of mindfulness.
5- Materials required for development
Perception of Curiosity
Children from a very early age are born with driving force called ‘curiosity’. It
is heavily linked with all the exploring the environment around a child. Children are
excited to see new things and wanted to explore by asking questions
Teacher 1 explained that activities are very important. It helps a child in
arousing the interest level. She said that:
“By the word curiosity means… that… how to make a child to put their keen
interest in his studies so for this we just choose lot of activities. And these activities
are just according into their level.”
Whereas, teacher 2 believes that exploration helps the child to build up the
curiosity. And for this they must be given chances to explore things. She further
added that, children enjoy challenging. By exploration they ask more questions and
become inquisitive. Later, it helps them in developing cognitive skills. As she said:
“Curiosity is to learn, to know and to explore things. And we present things in
an exciting way like mystery bag; kids are curious what’s happening inside?”
Later she added more that:
“They feel challenging too. They become more inquisitive that what will come
out from the bag. For me curiosity is to explore things in a positive way.”
UNDERSTANDING CURIOSITY OF THE CHILD 19
On the other hand teacher 3 directed the concept of curiosity towards a good
environment. However like the previous teacher, she also stated that children love to
explore so, they should be given a good environment full of nature tools, books etc.
it’s the environment that helps a child to boost up his curiosity. As she explained that:
“Children love to explore every day. What’s new to learn today? Here we have
good environment with lots of materials, nature tools, nature objects… books…art
material…food material.”
Teacher 4 and teacher 2 had same opinion about understanding child’s
curiosity. She admitted that natural environment is required for giving child
independence for; questioning. As teacher 4 shared that:
“The best way to perk up curiosity of the child… is… by letting him to be in
the nature and letting explore the nature. The more he will ask questions, the more we
can cater to his curiosity. Let’s start by simple activity like watering plants.”
Moreover, Teacher 5 stated that:
“For me the word curiosity means …observation. The more the child is
involve in his surroundings he will learn more.”
The same understanding was reflected in their lesson plans. As the entire
group presentation were orderly planned, right according to the child’s interest to help
in boosting the curiosity skill. But on the other hand the methodologies were almost
same in all the lesson plans. The way of teachings was identical as it was directed
from the one main person who leads Pre-Primary section.
But on the other hand, it was observed during the class observations that
teachers were busy in following a strict time schedules. It seems that teachers were
active and their timetables were important to them. They had to follow the school
UNDERSTANDING CURIOSITY OF THE CHILD 20
routine rather a child’s planner. The teachers were active and presented the materials
with great interests and joy. In addition to, it was all based on to present a certain
thing on a certain time. Moreover, high strength of students was also observed which
results in lack of interaction between teachers and the students.
Character Building is the Child Achievement
The socio-cognitive development is the key item for a child’s character
building trait. It is the part of interdisciplinary studies where activities are involved in
academics. Teachers practiced this method by adding rewards or incentives so that the
child gets motivated towards the desire tasks and achieves the fulfilment of curiosity.
According to teacher 1, children are impressed by colourful stars, especially
the golden one. She further added that golden stars are given to develop good
manners. She mentioned:
“If you are not listening to your aunty… and if you, if you… not sit nicely…
aunty won’t give you a star. All of the sudden this star reward (strong emotion) works
like a magic.”
Whereas, teacher 2 clearly said that stars are used as an incentives to bribe the
children for doing a certain task or answering a question. She fearlessly said:
“And when we want them to answer us, we just bribe them that whoever will
answer me will get a star or smiling face today.”
Moreover, teacher 3 and 4 confidently agreed that giving incentives helps in
getting attractive towards the task and can achieve the desire of curiosity. They also
explained that giving stats or free time helps them behaviorally as well as
academically.
UNDERSTANDING CURIOSITY OF THE CHILD 21
As teacher 3 mentioned:
“By this you can work on their behavioral aspects as well. However, simple
activities can motivate a lot to polish academic skills and behavioral skills.”
The same opinion was voiced by teacher 4:
“Because it helps them break the resistance which might stop them to achieve
what they are expected to. Rewards and incentives make the child motivated…”
Whereas, Teacher 5 said:
“They repeat activities to get some rewards. Almost daily. They are familiar
with the fact that this manner is accepted and that manner is not accepted. So I have
to behave in a certain manner.”
Although the importance of rewards or incentives was not mentioned in the
lesson plan as it has all the methods written to conduct the activity. However, the
rewards especially star, were continuously given by the teachers to majority of the
students as a hidden curriculum. This act was seen in every classroom and children
were happily accepting their very own rewards. And the teachers were involved to
pay attention on good manners.
Cultural Education through Senses
According to Maria Montessori, three to six years of a child is a period of
psychical growth, and of building up the sensorial mental faculties. The child actively
explores his surroundings keenly and vigilantly with great curiosity.
The same thought was also explained by teacher 1 in her own experienced
that, science activities are important as it builds up child’s excitement level.
UNDERSTANDING CURIOSITY OF THE CHILD 22
As she told:
“Exploration (low tone)… for this we just take some science… science
activities… science activities. Like… parts of a flower!”
Furthermore, she explained that during science activities children also
communicate to each other and share their thoughts too.
“They talk to each other… that especially the leaves… they got very curious
and they take lot of interest in this… each and every child! I can say. In the same way
… once we did the … senses activity.”
Whereas, teacher 2 believed that hands-on-activity gives a child to explore and
develop new ideas. Children also express their learning by talking amongst each
other. Such activities help the child to explore new vocabulary. She suggested that:
“Teachers have to provide them opportunity to explore things, according to
the age. For these kids, art materials are provided to explore things, we give them
primary colors.”
She further added that:
“Vocabulary also counts as they are exploring new words and new beginning
sounds. So they think and explore new patterns and ideas with these objects.”
Although the thoughts were same by the teacher 3, but she added that social
aspects can be shaped by fun activities. Here children are discovering vocabulary
through communication. Senses help them in exploration. She said:
“So there were exploring the objects by touching them… sharing with each
other… they were telling names too.”
UNDERSTANDING CURIOSITY OF THE CHILD 23
But teacher no. 4 admitted that exploration is the key element for learning. It
helps them to learn more and children must be given the joy of freedom too. And it is
very easy for teachers to teach a good learner as it has all sorts of experiences through
exploration. She stated that:
“I also believe that a curious child is a good learner, and a child who is not
curious will be a very hard person to teach.”
Teacher 4 further added that:
“I also believe that exploration is one of the main rights which help the child
focus on things. If we give a child freedom, or independence to explore, to touch or to
feel… he will concentrate more… he would think about it, he would work on it.”
Teacher 5 stated:
“If they gets distracted so we make sure that they are involve in the material.
That makes him busy and learn. They will learn by keeping themselves engages and
makes them a good learner.”
During the document analysis, only the names and methodologies of activities
were mentioned. And all planners were the same as it is mentioned earlier too.
However teachers were found restricted in their time tables and one after the group
presentations were lined up. So they mostly were busy and engaged. Children
struggled to explore new activities within a limited time frame. Later they were all
frustrated and regretful.
A Concept of Mindfulness
Mindfulness is all about knowing one self’s feelings and to be aware of the
surroundings through senses. Mindfulness is a long journey to be achieved. It must be
UNDERSTANDING CURIOSITY OF THE CHILD 24
carried put at very young age through a proper education by understanding the
importance curiosity by helping a child in repeating the basic concepts.
According to teacher 1, repetition helps a child in recalling the previous
concepts. A repetition is the process to enhance the interest of the child that becomes
smarter. Later he is very aware of the concepts and his surroundings. She said:
“Sometimes in science activities, we do repeat the concepts.”
And,
“Then again repetition, now they are ready and smarter even.”
The same thoughts were shared by teachers 2, 3, 4 and 5 that repetition of
activities brings awareness of the concept. It helps the child in leading towards
perfection. It is all about learning by doing again and again. When inner desire is
fulfilled the child reaches the next level of imagination which builds the child’s
curiosity. Later he become more careful in noticing the minute details and grasps the
clear picture of the concept. These are the exercises of mindfulness, when curiosity
fulfils the child becomes calm. Some of the teachers’ sayings are as follows.
“When they are playing with the building blocks like simply they make this tall
tower, then the other day they were sitting and started making house out of it. It was
all imaginary, they were saying aunty look, and I made a house or tower.”
Teacher 5 says that:
“This makes his exploration skill at the peak… later satisfying his inner needs
and be a calm child and he has followed his curiosity.”
While studying their lesson plans, all activities were mentioned according to
UNDERSTANDING CURIOSITY OF THE CHILD 25
the time schedules. However, in classrooms it was observed that activities were
presented weekly to the children instead of daily basis. Children who were active and
sharp took interests. Whereas, it was unknown to those who were reserved and do not
participated much in the lessons.
Materials Required for Development
For young children, it is important to engage into the material in order to
refine their curiosity level. The inner force helps the child to look into the material
and explore its areas through his senses. Working with the material helps a child to
develop important aspects like boosting curiosity, self-analysis, and enhancement of
imagination and care for others too.
As teacher 1 said:
“Sometimes we give… like peas activities so they make themselves engage a
lot, whether it’s painting, dancing or singing. Small activities matter and big too.”
She further added that:
“They are doing activities, they are engaging themselves. So interest is there
with high curiosity.”
Later teacher 4 said that:
“They are getting to know about the life cycle of the butterfly. Now… they are
familiar about the butterfly. They want to know that it’s actually true.”
Whereas teacher 3 explained that a child becomes independent and well aware by
imagination. This should be inculcated through self-inspiration. As she said:
“Whatever inspires him, wants to think and this is how he can engage himself
UNDERSTANDING CURIOSITY OF THE CHILD 26
in any activity.”
Teacher 5 said:
“There are materials like sound games, animal baskets, books and shells. I
noticed that they spend a lot of time with them.”
She continued:
“The child knows which material to choose as he picks with great concern. And
then he is in his own world. He doesn’t want to get distracted if he is doing his
favourite material.”
In classroom observations, engaging the students was a tedious job. It was
observed that mostly teachers were guiding to engage in that particular material that
day. It was not students who were actively engaged. Rather it was a forceful act.
Moreover, lesson plans has its own way to describe which material has to done on that
particular day.
UNDERSTANDING CURIOSITY OF THE CHILD 27
Chapter 5
Discussion
Perception of Curiosity
It is important to note that, the teachers who were a part of this research were
able to understand and explained the concept the curiosity with great eagerness. As all
the teachers have acquired the teachers’ training from distinct organizations, their
visions were clear and mostly logical. Teachers had a clear idea of a good
environment where their young students would explore nature tools, books etc.
Furthermore, they said that curiosity is associated with exploration (investigation,
self-study or research). It is an important factor to arouse their interest level. They
believed that natural environment is important for developing the independence and to
learn through critical thinking. This understanding of the teachers was due to strong
background of Early Childhood Education along with their great working experience.
Thus, they can be extended through exploration, and stimulation of the childhood
curiosity. Both Pigeat (1978) and Vygotsky (1917), has been a huge researchers in
child psychology and applied various methodologies into education too. Nevertheless,
the important note to be taken teachers were highly motivated during interviews and
actively answered with an immediate response. The teachers further indicate that the
viewpoint of curiosity has a strong impact on child’s initial learning.
Even though, teachers are allowed to write lesson plans flexibly in their own
way, but it was observed that teachers had a similar pattern in their lesson plans. This
problem mainly aroused because they were instructed to follow a certain pattern given
by their Principal. Moreover, lesson plans had minute detailing regarding
presentations, circle time etc. During the classroom observation, all teachers were
UNDERSTANDING CURIOSITY OF THE CHILD 28
busy to follow the same lesson plan; however, it was not given importance after the
presentation had delivered. Moreover, they strongly believed that evaluating the
lesson plans in an important factor to find out what the child has learned. Therefore,
lesson plans was the factor to fulfill the task and submit it on time. It seems that
school authorities want the teachers to follow a fixed schedule as per their interests.
Furthermore, during classroom observations the teachers seems to be highly
under pressure. Their job was to deliver certain concepts which were already given to
them as a task. Their passion and love to teach young kids diminishes during
presentations sessions as they were bound to complete tasks on the certain time. This
is because workloads, stress to complete the task were the common stressor. This
shows that the school doesn’t bothers to facilitate child’s curiosity for positive
development. Instead they are much into bureaucratic system.
Whenever there is a limited time span to complete a given task ignites, it
becomes vital that not only the curiosity of child humdrums, but also, affects the
personality development of the child at initial stage. Full benefit of the impression of
curiosity can only be realized when the teachers and students are given plenty of time
for the process of assimilation and adapting new learning.
Character Building is the Child Achievement
The findings of the study suggest that, the socio-cognitive development is the
key item for a child’s character building trait. Teachers practiced this method by
adding rewards or incentives so that the child gets motivated towards the desire tasks
and achieves the fulfilment of curiosity. During interviews, teachers were found
fascinated to give incentives to their students. They believed that giving rewards or
incentives were the only factor to make them motivated. Also, classical conditioning
UNDERSTANDING CURIOSITY OF THE CHILD 29
states that actual learning occurs during conditioning experiments. Moreover, it was
also observed that teachers emphasize to give away the golden star as a reward as
more learning takes place. It seems that rewards had aligned with motivation
(stimulus or impulse). This happened mostly to make students act in a certain manner.
Therefore, it was the essential tool to control over the students behaviors.
Even though, students were motivated towards certain task, but the purpose
was more towards the academic tasks. It is important to note that teachers were
completely allowed to give the rewards; also they somehow manipulate students
according to their lesson planning. Learning is a continuous process with distinct
variations for each individual. It involves one's entire personality including physical
and mental characteristics as well as goals, desires, and how they relate to each other.
The individual differences in these areas cause differences in the learning process.
However, all students were treated at same level of interests in the classrooms.
According to Mayer (1983) reinforcement can happen both naturally, as a
result of everyday interactions with a social environment, and as part of a behaviors
modification program designed to change human behaviors. It was seen in the
observations that students were only attractive towards the rewards and for that reason
they would follow the given task. Thus, motivation is the most important motive for
learning. It is the desire and interest one demonstrates to attain a goal. The
individual’s effort is proportional to his/her motivation. The researcher believed that
extrinsic motivational factors diminish students’ intrinsic motivation factors.
Therefore, it was the helping tool for the teachers to make them act in a certain way
which would help them develop their interest’s level in a natural way.
The limit span of this result was not only the time, but also the lack of
UNDERSTANDING CURIOSITY OF THE CHILD 30
understanding between students and their teachers, which includes effective time
management and less planning regarding academics. In the end, almost all teachers
strongly believed that giving incentives makes the child encouraging getting involved
with work. They added that the child feels secure and feels confident and sense the
essence of achievement.
Cultural Education through Senses
According to Maria Montessori (1949) three to six years of a child is a period
of psychical growth, and of building up the sensorial mental faculties. The child
actively explores his surroundings keenly and vigilantly with great curiosity.
Furthermore, teachers also shared their views that in order to make the child aware of
his surroundings, it is important for him to explore. Cultural education is associated
with hands-on experiences through exploration (scrutiny, study, inquire). It seems that
teachers were also clear with the idea of free hands-on activities. It makes students
happy and cheerful. During interviews, all teachers agreed that exploring the
environment provides opportunity to the new insightful. In addition, exploration leads
towards a better communicative being. According to Emilia (1993) small groups of
two, three, four or five children provide possibilities for paying attention, hearing and
listening to each other, developing curiosity and interest, asking questions, and
responding to them. Therefore, it provides opportunities for negotiation and dynamic
communication. This type of small group also favors the emergence of cognitive
conflicts that can initiate a process in which children construct together new learning
and development. Even though the teachers were well aware about the findings of
cultural education through senses, however, the practices in the classroom were
reciprocal. According to Montessori (1949) before the child reads and writes he
absorbs biology all around him. She further explained that subjects like Mathematics
UNDERSTANDING CURIOSITY OF THE CHILD 31
and Geometry can also be given in classrooms. During classroom observations, the
problem mainly arouse because number of students was found more than two teachers
can look after during lesson time. Teachers were active and persistent in their work,
but they couldn’t able to cater the class.
During the document analysis, only the names and methodologies of activities
were mentioned. And all planners were the same as it is mentioned earlier too.
However teachers were found restricted in their time tables and one after the group
presentations were lined up. So they mostly were busy and engaged. Somewhat
surprisingly, children struggled to explore new activities within a limited time frame.
Later they were all frustrated and regretful as they weren’t given plenty of time to
explore around them.
In the end, it was confirmed by all the teachers that, curiosity is a
characteristic often observed in young children, it has not received much academic
interest in recent years. Among its many dimensions, the epistemic nature of
curiosity, or the quest for knowledge, deserves attention. To explore the potential
application of curiosity, it is important to understand how lay conceptions
complement theoretical conceptualizations. As people who are significant in
organizing children's environment, how teachers and parents view curiosity is
essential to how they will respond to the manifestation of this characteristic in
children. A questionnaire was developed to examine teachers' conception of children's
curiosity and exploratory behavior and whether they value this characteristic. The
participants have a positive view toward curiosity and exploration and that teachers
are more willing than parents to encourage this characteristic in young children. A
factor analysis indicated that teachers' and parents' conceptualization of curiosity is
multi‐dimensional, showing some similarities with theoretical conceptualization.
UNDERSTANDING CURIOSITY OF THE CHILD 32
A Concept of Mindfulness
The findings of the study says mindfulness is all about knowing one self’s
feelings and to be aware of the surroundings through senses. According to Jon (1979)
mindfulness is a long journey to be achieved. It must be carried put at very young age
through a proper education by understanding the importance curiosity by helping a
child in repeating the basic concepts. He further explained that Mindfulness in the
classroom has the capacity to train students to nurture these qualities for success.
While some may be hesitant to include mindfulness in the classroom, it is simply a
way of equipping students with tools to help with attention and focus when they work.
The concepts were well explained by the teachers that in order to develop this skill
it’s important that repetition of activities must be carried. Moreover teachers shared
that an intentionally mindful classroom practice allows students to examine how they
show up every day and cultivate presence in the uncertain groundlessness of life.
Furthermore, it helps the child in leading towards perfection. It is all about learning by
doing again and again. When inner desire is fulfilled the child reaches the next level
of imagination. Later he become more careful in noticing the minute details and
grasps the clear picture of the concept. These are the exercises of mindfulness, when
curiosity fulfill the child becomes calm.
Even though the journey of mindfulness is not a one day story, however it
requires some activities to build in the skill. Jon (1979) said that mindfulness has
strongly connected with psychological health and well-being. He strongly believes
that, it is the awareness that emerges through paying attention in the present to unfold
the magical experience. On the other hand, during classroom observations it was
found that students were found restless. They were instructed to follow certain pattern
which sometimes bothered them. The important fact, that instead of providing certain
UNDERSTANDING CURIOSITY OF THE CHILD 33
time tables or giving presentations, the teachers may enhance mindfulness through
yoga or meditation or even tai chi. However, by addressing teacher’s perception,
almost every teacher believed that, mindfulness makes them independent and well-
aware being. They added that students engaged themselves in different activities and
build up the interests. Moreover, it helps to flare up the curiosity. Equally as
important, teachers shared that through repeating activities; students become calm and
concentrate well than before.
On the other hand, in classroom observations, students were given new
presentations which were supposed to be done more than once. However, it was
noticed students were not given another chance to work or repeat the activity. Clearly,
it was seen that new activities were planned according to the lesson plan and was
conducted for a certain allotted time.
Mindfulness is to paying attention after receiving experiences. This was very
well written in teachers’ lesson plans. Lastly, this could happen but due to the time
constrain the teachers had to complete a certain time table which would lead students
incurious.
Materials Required for Development
It is important to note that, the teachers who were a part of this research shared
the importance of material work in developing child’s curiosity. According to Piaget
(1978) cognitive growth of a child is essential.
He further explained that a good environment will help the child to get
involved in the materials around him. Maria Montessori (1949) believed that children
grasp the impressions from totality whether it is good or bad. She added that, specific
program or a structured environment could influence cognitive and social
UNDERSTANDING CURIOSITY OF THE CHILD 34
development. Moreover, teachers also added that the importance of material enhances
tactile and visual senses properly. It was also observed in the classrooms that
materials were well-kept inside the shelves and were labelled too. The young children
were fascinated towards the material. It was also found that material time table was
given to the teachers where they were instructed to follow them. Therefore, it was
teachers who were encouraging students to pick planned material. Resulting, children
were performing according to the planner rather from their heart. Their curiosity level
was decreased after some time as they weren’t following their inner forces to come
and lead them to explore and learn about the surroundings.
The teacher’s lesson plans were all updated, and it was also noticed that they
were supposed to maintain their own material checklists. Their most concern was that
the child has performed the certain allotted material and not concerned about child’s
inner need. According to Maria Montessori (1949) child has the tendency to adapt in
the environment. He doesn’t need any external help to guide him. His inner forces,
tendency for adaptation makes him a well-aware child. In the end, teachers believe
that providing certain material is their ultimate job. Rather they should follow the
child’ interests.
UNDERSTANDING CURIOSITY OF THE CHILD 35
Chapter 6
Conclusion and Recommendation
After concluding all the themes and teachers were following only one lesson
plan therefore, it can be concluded that ideas they had in mind could not effectively be
used in every day teaching. The lesson plans restricted the teaching’s own creativity,
ability and potential that caused at times frustration in them. Restricting themselves to
the lesson plan also meant completing the given tasks at the given time. And not
waiting for the students who were slow learners to grasp the ideas fully. Later, they
had no command to boost up the curiosity factors in them. These teachers were so
experienced; they had restricted by their head. Standardization of the curriculum was
taking toll on the creativity. Moreover, teachers had brilliant ways to execute the inner
forces of their students, but this image had not been seen in classrooms.
In addition to, the understanding of perception on curiosity was found clear in
all the teachers. They were also found particular about their colourful and attractive
classrooms; however it was not according to the level of child’s interests. During
interviews, teachers were confident to share their views on the importance of curiosity
of the child. Whereas, in the real life situation it was seen that a certain time table was
supposed to be followed so that teachers would report to their heads and get approval.
It was also observed during classroom sessions that due to teachers were
active and the students were passive, it showed the reciprocal side of what they had
interviewed. For example, they strongly believed that by encouraging them, giving
incentives and perking their spirits up would makes them harmonious and a happy
child. They added that by encouraging students it helps them in developing their
personalities. On the other hand, it was observed that due to number of students and
UNDERSTANDING CURIOSITY OF THE CHILD 36
less time, teachers were constrained to help their students in developing their
personalities.
Furthermore, during interviews, teachers cheerfully explained the importance
of cultural education, and how it helped the child to explore and gets motivated. They
added that students love to work with real materials, like stones, shells, leaves and
twigs etc. however, in classroom observations; it was found that their lesson plans
were the ultimate tool for the teachers to follow. Mostly teachers were found close to
their lesson plans. And students were only found giving instructions to the. Here the
essence of curiosity was fading away and most if the children found losing interests
even in their own classrooms.
In the light of teacher’s thoughts, they said that repetition of concepts help
children in recalling their fresh experiences. They added that repetition enhances
interest’s level and makes them familiar with the new concepts. It is all about learning
by doing. In this way it will helps student boosting their imaginations. Also it will
help them to relate with inner urges so that they would become a harmonious beings.
As a result, awareness of the concepts would be at its peak and cognitive development
takes place. They also shared that, after repeating concepts through materials, books
and presentations. They become so clam that they started focusing on the minute
detailing next time. This makes them a quiet, calm and a well-aware child. This brings
up the higher stage of mindfulness. On the other hand, due to the time limit and
number of students the teachers were busy following a certain time table. They were
pressurized to follow the curriculum and one after the material was introduced.
Students were mostly found disconnected with teachers and from their classrooms.
UNDERSTANDING CURIOSITY OF THE CHILD 37
Recommendations
After classroom observations, lesson plan readings and interviews, some
recommendations are stated below so as to increase the level of curiosity at a young
age. Moreover, it would help teachers to learn and work in better way.
1- The teacher should be given freedom in order to understand the capacity of each
child.
2- Instead of presenting new material each day, they should plan two to three
presentations that would repeat throughout the week.
3- Before presentations, teachers must take the consent of students so that they
would feel free to share their thoughts regarding involving in the presentations.
4- During presentations, teachers should observe their students and engage them by
asking questions so that students may pay attention to the fullest.
5- After presentations, teachers should give independence to their students so that
they would think and share their own feelings.
6- Lesson plans should be prepared according to the understandings of each child.
The teachers must be given full credit to design accordingly. It should cater the
age with interest of the child.
7- Reflections should be the part of lesson plans instead of material checklists.(both
teacher’s and student’s reflections)
8- Flexible timetable should be implemented for both teachers and students in order
to cut down the anxiety level from both the end.
9- The head count of each classroom should be balanced according with the teacher,
so that time and stress management would be easily catered.
Way forward
Pakistan as a third world country still struggles to give attention of the pre-
primary sections of education. This research studies the importance of curiosity and
the impact that it plays on the young child in order to develop critical thinking skills.
UNDERSTANDING CURIOSITY OF THE CHILD 38
To know the child’s personality, it is important to know the element of
curiosity that the child possesses. This paper will help in understanding the perception
of curiosity with respect to the teachers and can bring a positive development in the
child. It has been observed that young children usually spend their time with teachers.
These teachers can only be helpful if they are aware of the fact that curiosity would
lead them to learn, to explore and to be independent beings. In the 21st century, it is
important for teachers to transform into a new worlds of teachings where, a child can
learn ad explore himself. The environment should be designed that it would cater the
child’s inner needs. To understand a child is to know his psychological needs that
would make him a harmonious being.
39 UNDERSTANDING CURIOSITY OF THE CHILD
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Appendix A
Questioner
Q-1 What do you mean by curiosity? How do you perk up curiosity in your students?
Q-2 How does incentives or rewards help the child to get motivated?
Q-3 How does exploration taps the curiosity of the child?
Q-4 How does repetition helps the child to fulfill his curiosity?
Q-5 Do you think engaging the child in activities helps to fulfill the curiosity?
46 UNDERSTANDING CURIOSITY OF THE CHILD
Appendix B
Classroom Observations Checklist:
Pointers for Classroom
Observation
Scale ( 1 to 5 )
(least to most) Comments
Enhancement of curiosity
Motivation
Exploration
Repetition
Engaging
47 UNDERSTANDING CURIOSITY OF THE CHILD
Checklists for Document Analysis: “Active Curious Engagement”
Key Pointers Scale ( 1 to 5 )
(least to most) Comments
Active Questioning
Active Participation
Active Thinking
Active Learning