THE ROLE OF TEACHERS IN UNDERSTANDING CURIOSITY OF … · mariam sohail malik dr. sarwat nauman...

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


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


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


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.


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.


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


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


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


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


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


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


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


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.


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


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


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.


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.


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.”


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


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.


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.


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.”


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


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


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


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.


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


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


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 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


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.


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


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


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.


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


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.


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.


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?


Appendix B

Classroom Observations Checklist:

Pointers for Classroom

Observation

Scale ( 1 to 5 )

(least to most) Comments

Enhancement of curiosity

Motivation

Exploration

Repetition

Engaging


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

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