Very young children's learning and thinking is strikingly similar to much learning and thinking in science, according to Alison Gopnik, professor of psychology and affiliate professor of philosophy at the University of California, Berkeley. Gopnik's findings are described in the Sept 28 issue of the journal Science. She spoke about her work in a video briefing with NSF. New research methods and mathematical models provide a more precise and formal way to characterize children's learning mechanisms than in the past. Gopnik and her colleagues found that young children, in their play and interactions with their surroundings, learn from statistics, experiments and from the actions of others in much the same way that scientists do.
"The way we determine how they're learning is that we give them, say, a pattern of data, a pattern of probabilities or statistics about the world and then we see what they do," said Gopnik.