A new research article by Prachi Shah and colleagues at the University of Michigan shows that children who are curious have higher academic achievement than those who aren’t. In fact, they see cultivating curiosity in the classroom—promoting the joy of discovery and motivating pupils to find out answers to life’s questions—as an untapped strategy for early academic success.
Researchers used data from the Early Childhood Longitudinal Study, which has tracked thousands of children since 2001. Children were followed via parent interviews and assessing the children at ages 9 months, 2 years, in pre-K (reception) and kindergarten (Year 1), and then looking at the reading, maths and behavioural skills of 6,200 of these children in 2006 and 2007 when they were in kindergarten. After controlling for other factors that might influence academic achievement, results showed that eagerness to learn new things had a small but positive influence on kindergartners’ reading (effect size=+0.11) and maths (+0.12). This was even more so for children from low SES backgrounds (effect size=+0.18 in reading, +0.20 in maths).
Source: Early childhood curiosity and kindergarten reading and math academic achievement (April 2018), Pediatric Research