Curiosity, Exploration, and Children’s Understanding of Learning

摘要: Children’s curiosity often manifests in their exploration—actions that are intended to reveal novel information. In this chapter, we argue order understand how exploration can guide children’s learning, they must first develop an understanding of what learning is and when it occurs others, as well a more metacognitive own takes place. This knowledge allows children recognize do not know particular pieces information strategically generate actions close those gaps. We present evidence ability reflect on both during the early elementary school years, synthesize these findings with previous research exploratory behavior.