The most common response we get from kids, when they say “I’m bored”, is to try and fix the problem. What if we didn’t always have to? When kids feel bored, they often wander into areas of the library they wouldn’t typically enter. Boredom itself is unlikely to serve as a learning opportunity; but what kids do after that could potentially lead to a number of possibilities.
Making Room for “I Don’t Know”
Uncertainty is often the starting place of curiosity. Research into the psychology and neuroscience of curiosity has defined it as a close connection to seeking and learning. Elizabeth Bonawitz, Associate Professor at Harvard University’s Graduate School of Education and a researcher on curiosity and learning, refers to curiosity as an internal drive to close a knowledge gap. Rather than providing answers immediately to fill gaps in their knowledge, we can allow kids more space to consider possible ways of answering those questions themselves.
Try Questions Before Suggestions
Here are a couple examples of how we might ask questions instead of provide suggestions:
- Have you ever wanted to learn how to make ____ ?
- How would you like to utilize these?
Bonawitz discusses research with preschool and kindergarten children in which one group was encouraged to ask lots of questions while they learned science-based content, while the second group was asked to pay careful attention to the instructor. The children who practiced asking questions tended to show higher levels of curiosity about new science-based information and ultimately learned more about that content.
Leave Some Things Open-Ended
Open-ended tables containing cardboard tubes, tape, paper, cups, craft sticks, and recycled materials present a significantly different invitation than tables that include materials and pictures of what each person should make. Some examples of open-ended questions include:
- What can I make with this?
- How can I get it to work?
Using this format allows children to test ideas, change ideas, abandon ideas or come up with a new idea. A pile of non-fiction books can begin with a mystery question rather than a specific subject title. The same idea can extend beyond the library, particularly when families are looking for simple screen-free activities that give children room to create, explore and decide what to do next.
Resist The Desire To Solve
Our role is to assist, however assistance does not necessarily imply providing the solution to the problem. Research on children’s exploratory play has shown that children may select activities when the relationship between actions and effects is unclear, testing different possibilities as they explore. Therefore, before intervening, we can pose additional questions:
- What could you attempt differently?
- Would you like to try again?
It’s essential to recognize the difference between a child who requires assistance and a child who is still using productive reasoning skills to learn. Those few seconds of hesitation prior to intervening can prove important.
Libraries Provide Opportunities For Curiosity
For example, children who develop an interest in some random bug outside of the library can locate an entomology book. A child’s original activity does not have to encompass the entire lesson. A 2023 study review conducted for the Institute of Museum and Library Services (IMLS) concluded that successful literacy programs incorporate various components such as interesting resources, options available to the child, opportunities for conversation and socialization, and adult support in addition to mere exposure to books. Reading can lead to making. Making can lead to questioning and questioning can lead back to reading. On occasion, boredom can generate an entirely new cycle of learning.
For example, children who develop an interest in some random bug outside of the library can locate an entomology book. A child’s original activity does not have to encompass the entire lesson. A 2023 study review conducted for the Institute of Museum and Library Services (IMLS) concluded that successful literacy programs incorporate various components such as interesting resources, options available to the child, opportunities for conversation and socialization, and adult support in addition to mere exposure to books. Reading can lead to making. Making can lead to questioning and questioning can lead back to reading. On occasion, boredom can generate an entirely new cycle of learning.
The Next Time a Child Says “I’m Bored”
Instead of racing toward a solution when a child says “I’m bored,” maybe we can allow the door to remain slightly open by asking a question or simply admitting that we do not have an answer either. While libraries offer numerous answers, some of their greatest learning experiences may occur before an answer is discovered. Occasionally all we must do is provide children with ample space to wonder, explore, and identify what they wish to learn about next.
Today’s guest contributor is Elena Maren. Elena is an author and Montessori guide with a background in educational psychology and Montessori communities around the world. Her focus is on the psychological and intellectual development of children, particularly in creativity and curiosity and in fostering a lifelong passion for learning.
Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.
If you are interested in submitting a guest post, please read and fill out our Guest Blogging Interest Form. We would love to hear from you!
The post Why Moments of Boredom Can Become Powerful Learning Opportunities in Children’s Libraries appeared first on ALSC Blog.
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