When discussing the world of children, we often find that their points of focus differ from those of adults. This requires us adults to temporarily set aside our existing perceptions and attempt to understand things from the perspective of children, using their logic to examine the surroundings and unravel the mysteries that confuse them.
The questions that truly captivate children often stem from their daily lives, being tangible rather than artificially constructed puzzles. These questions are not merely tasks that can be easily solved by following adult instructions; they possess multidimensional and multifactorial characteristics, making them complex and engaging. For instance, when children explore the mystery of “wind,” they are curious about the origin, destination, means of prevention, and essence of wind. Faced with the grand theme of “earth,” children ponder the relative positioning of the earth, human standing posture, the effects of gravity, and water cycle, among other things. These questions are closely tied to children’s real experiences, and addressing them requires effort and exploration on the part of children.
Moreover, questions suitable for children to explore should be easy for them to engage their various senses in observation, listening, and feeling. This includes not only hands-on practical activities but also using visual, auditory, and other channels to obtain information. For example, investigating why river water flows downward, although directly controlling the water flow may be difficult, observation is feasible; wind, though hard to physically manipulate, can still be sensed; and learning about the movements of the sun and the moon is done through direct observation. For a long time, categorizing knowledge simply as “concrete” or “abstract” and using this to assess its suitability for children is actually an underestimation of children’s cognitive abilities. Some concepts that may seem abstract to adults can be concrete and vivid for children. Wind is a prime example; although some consider it an “abstract challenge” in kindergarten education, practical activities have shown that children are deeply interested in it and can demonstrate a profound understanding of wind. Even kindergarten children can discuss the differences between the fall of objects and throwing motions, despite the vast difference from mature physics theories. This indicates that children’s potential for understanding abstract concepts is remarkable.
