When we see a child breaking or disassembling a toy, our first instinct can be to rush in and take it off them. But what they're doing could be far more valuable in developing logic, problem-solving and fine motor skills.
By Chelsee Richardson | @ozriches
My son loves to tinker.
For as long as I can remember he has preferred to play with real items, appliances and tools or toys which he could take apart. As a toddler, he would pull the food processor out, put it together and take it apart many times.
I remember the first remote control boat I bought for him when he was 3. After a few days of playing with it, he pulled it apart. I was frustrated that he had wrecked his toy, but in the process he had discovered something wonderful:
Toys were even more interesting on the inside.
A Self-Directed pathway
During his toddler years, my husband and I quickly concluded that our children would take a self-directed pathway instead of school. I started to view his wrecked toys differently. This was something he was driven to do. An interest. No longer did I see a wrecked toy but an idea, question or investigation he had.
I started to supply him with toys and appliances from the op shop or given to us by friends, specifically so he could pull them apart. We provided him with tools and encouraged him to use them.
I realised that the more I responded to him with attention and support, the more he would tinker. He started to take motors, gears, propellers, speakers and battery packs from broken toys and appliances and craft up a whole new toy such as a plane, helicopter or dump truck.
I had an epiphany
One day while at the markets my son went to purchase a toy sail boat, when the stall owner told him it was broken my son replied, “well that’s ok I can fix it.”
He knew this wasn’t an issue he couldn’t overcome.
You see my son displays some remarkable abilities for a 6-year-old. He can focus and hold his attention for extended periods of time. He's curious and intrinsically motivated to take problems and either solve them or develop his own ideas. He works through frustrations, setbacks and mistakes. He is creative and innovative by using old things in new ways.
These skills are highly valued in the work place and society at large but are we fostering these critical skills in our children? Do we encourage meaningful work? Every day our actions toward our children show otherwise.
As a society, we are not at all interested in helping our children learn what they are interested in.
We have our own agenda, and we push it throughout our children’s entire childhood.
Had my family taken a more authoritarian parenting and schooling route, my son would no longer be working on what he loves. We may have punished him for pulling his toys apart. Perhaps we wouldn’t have paid attention, nor provided him with the materials, space and time to tinker. We may have put the tools away exclaiming them to be dangerous.
And so by now he would have spent several years at school with his attention diverted elsewhere, doing work someone else deemed more important. Then after school between homework and chores, his love for mechanics and engineering may have been forgotten, not valued and in the end, left behind.
He simply may not be the same little boy.
What about a balanced education?
I can hear the questions. We want a balanced education for our children too. We don’t want to see them struggle in other areas. But when we mentally check off the things our kids are ‘good’ at to focus on the things they are ‘bad’ at are we diverting our children away from their true talents and strengths? Are we leading them to believe their skills and strengths are not of value? If children’s interests get pushed to the side, we may never know what they are capable of.
I occasionally hear remarks about how talented he is. But to be honest, I think he is a little boy supported to do what he loves.
I believe all children can do remarkable things if we support their strengths and interests.
When I think about this route we may have taken, the one society told us we should, I can’t help but wonder how many children have to leave their loves and ultimately themselves behind. Their talents and strengths lost when they could have brought meaning to their lives. And perhaps revolutionary ideas to our world.
After 12 years of forced learning, we expect children to know what they want to do with their lives. Perhaps they left it behind in kindergarten.
Chelsee is a mother to a pigeon pair. About to embark on a nomadic travelling journey around Australia, she is dedicated to building her family culture around self-directed learning. Her interests are as diverse as her children’s and any day can look like an array of gumnuts, LED’s, Hiragana and roller skating. She's on Instagram as @ozriches