![]() ![]() Toys that are geared toward creation, where they can make observations, can be more effective because their imaginations emerge with curiosity," Yıldırım said. As the number of pieces increases, they get more difficult. "At this point, puzzles have a huge impact. ![]() While some children are happy with mechanical toys, some children are happy with other toys." “This is actually a matter of what the child wants to be interested in and what they are curious about," she said and added, "According to the child's request, a curiosity arises here. Yıldırım explained that parents have shown a lot of interest in this concept. "We can say that giving responsibility according to age is very valuable,” Yıldırım noted. Responsibilities (that should be given to children) are different for each age group." "I have also observed that children go along with responsibilities very well at home, and are disconnected from the screen, but it is very important that this is definitely created by the parents. Therefore, a limit should be created for how long it will be used or not." "On the point of control, it is very important to know and control what the child watches, which applications they use and what they enjoy watching. Being able to put limits is very important because, staying in front of the screen without limits can reach very difficult extents and lead to behavior problems," she warned. "In order to be the right role model for children, the time devoted to them should be more research-oriented and independent from the screen. She said the curiosity process in large depends on how much attention parents can give to children while answering their questions, which in turn is affected by how much time they spend in front of screens. Yıldırım emphasized that children definitely take adults as role models when it comes to digital environments. ![]() They can research a subject together and share information with each other in a way that also reveals (the parent's) curiosity without being too superficial,” Yıldırım noted. We can say that supporting that process together is quite effective. Parents can have a busy work schedule, but this point is very valuable. "It is valuable for parents to support this process together. At this point, when the child poses a question, it should be answered actively, that curiosity should be resolved together." "When the child does not get the answers they want from the parents, they can turn inward, trying to develop this curiosity through an internal process. This time and period are very precious because at this age they are at the point of creation of knowledge, when questions are left unanswered, when parents don't respond or questions are glossed over, that curiosity, unfortunately, turns to the point of nonliving curiosity," she explained. “Sometimes, parents can experience exhaustion in order to share information and respond to those feelings of curiosity at any moment, in any situation. Yıldırım stated that after a certain age, children start to examine the details of their surroundings more and ask a lot of questions out of curiosity. Because while we are creating the information, when we transfer it as more of a book information, it can stay in our minds for a certain period of time."Īfter a certain age, children start to examine their surroundings in more detail and begin asking a lot of questions out of curiosity. "The way information is conveyed, which is the most important point in creating curiosity, is very valuable. Maybe because it is not based on curiosity, but there is already effort to get away from that gradually." "When we look at it in general, we see that this sense of curiosity is left in the background in students and employees," she said, adding that, "Of course, this also has to do with the education system. When the feelings of curiosity are reinforced from the moment children are born, the information stays with them in a more permanent way," she said. “The knowledge-oriented learning emerges when the sense of curiosity is active. Yıldırım pointed out that people are often guided by emotion. As clinical observations show, learning can happen much better if there is curiosity,” she said. If this sense of curiosity is not very alive at older ages, it is necessary to recreate it. Over time, we sometimes have problems regarding whether to keep this curiosity alive or not. Especially after they start walking, they start to wonder about their surroundings and environment. ![]()
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