Pedagogy Does Not Necessarily Constrain Exploration: Investigating Preschoolers’ Information Search During Instructed Exploration

• Published in: Developmental science Vol. 28; no. 3; pp. e70004 - n/a
• Main Authors: Zsoldos, Rebeka Anna, Király, Ildikó
• Format: Journal Article
• Language: English
• Published: England Wiley Subscription Services, Inc 01.05.2025; John Wiley and Sons Inc
• Subjects: Child Development - physiology; Child, Preschool; Children; Concept Formation - physiology; exploration; Exploratory behavior; Exploratory Behavior - physiology; Female; guided play; Humans; learning; Learning - physiology; Male; pedagogy; Play and Playthings; Teaching; guided play; pedagogy; learning; exploration
• ISSN: 1363-755X; 1467-7687; 1467-7687
• DOI: 10.1111/desc.70004

ABSTRACT Pedagogy is seen as a “double‐edged sword”: it efficiently conveys information but may constrain the exploration of the causal structure of objects, suggesting that pedagogy and exploration are mutually exclusive learning processes. However, research on children's active involvement in concept acquisition implies that pedagogical signals could facilitate exploratory behavior, indicating a complementary relationship. To understand the link between them, we designed an object exploration task for preschool‐aged children featuring between‐subject conditions of pedagogical exploration or pedagogical demonstration. Our findings suggest that if the use of the toy is not demonstrated to children and they are allowed to discover the evidence independently, pedagogical signals do not restrict subsequent exploratory behavior. These results imply that pedagogy and exploration complement each other, with pedagogical signals highlighting the relevant evidence and exploratory behavior enriching knowledge by fostering learning from individual experiences.