Parents try to teach their children everything they need to know in life. At the same time, they make sure to protect them as well as possible. But intervening too much in the development of a child is not necessarily a good thing. It can destroy the children’s natural joy of discovery, which is an essential childhood experience. It is therefore not a good thing for parents to prevent all troubles, because some children might try to compensate for any mistakes their parents made in bringing them up later in life.
Of course, parents try to pave the road to a successful future, which usually means that the parents already have a fully planned schedule for their toddler. In doing so, however, parents rob their children of the chance to discover the world and its possibilities freely. Just like teaching the right manners and hoping for a better future, the task of the parents to offer the children the opportunity to develop their spirits independently too, and if the children are given everything, it automatically prevents discovery. In this way, the child only becomes an object of their parents’ plans. Neuroscientists are therefore demanding that parents give their children more time to play again.
Develop Your Potential Through Games
Well-known poets of the past, such as Friedrich Schiller, had already noticed that games play a crucial role in development. Now neuroscience also confirms it. Children have an innate joy of discovery through playing, but many parents tend to limit it, which is not good for healthy development. Those who only tutor their children and shape their behavior according to their ideas restrict children’s imagination and proactivity, hence their true potential cannot develop. So, the perspective for the future narrows as children then have no opportunity to know the world in all its aspects and build their personality.
A well-known scientific experiment in 2011 proved that fact, when researchers investigated what happens when parents interfere with children’s play. They formed two groups of children, which were each given a toy that consisted of several parts and several functions. For example, one toy had a hidden mirror, and the other one played music; another toy lit up, and the last one could honk. In one group, the adults intervened and showed how the horn works. In the second group, the children could play and discover for themselves without distraction. Then the scientists compared the results.
In the first group, the children just played with the horn and demonstrated what their parents had shown them. In the other group, the children discovered all the functions of the toy themselves and each found an individual way to use these toys themselves. From this simple experiment one can deduce how education should work. Parents shouldn’t show their offspring how the world works but rather encourage them to find out for themselves. It is enough to accompany the children lovingly. Of course, parents who intervene heavily in their children’s development only want the best. They are afraid that their child will lose touch with reality, but as research has shown, this path often is counterproductive.