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Does using multiple strategies enhance preschoolers' persistence in a challenging task?
Moeko Ishikawa1, Yasuhiro Kanakogi2
1Graduate School of Human Sciences, Osaka University, Suita-shi, Osaka 565-0871, Japan; Japan Society for the Promotion of Science, Chiyoda-ku, Tokyo 102-0083, Japan.
Journal of Experimental Child Psychology
|January 9, 2025
Summary
Children’s persistence in challenging tasks is not improved by being told strategies. Instead, independently devising new strategies is key for sustained effort and success.
Area of Science:
- Child Development
- Cognitive Psychology
Background:
- Persistence is vital for children's success in challenging situations.
- Previous research suggests strategy use correlates with persistence.
Purpose of the Study:
- To investigate if verbal instructions or demonstrations of strategies influence persistence in young children.
- To explore the relationship between strategy use and persistence.
Main Methods:
- Three studies (N=150, 54, 30) involving 4- and 5-year-olds and an unachievable persistence task.
- Study 1: Verbal instructions on single vs. multiple strategies.
- Study 2 & 3: Demonstrations of strategies and analysis of independent strategy invention.
Main Results:
- Verbal instructions did not significantly affect children's persistence or strategy use.
- Demonstrating strategies influenced the number of strategies used but not persistence.
- Independently devising new strategies, not following instructions, was linked to greater persistence.
Conclusions:
- Telling children strategies does not enhance persistence.
- Encouraging independent strategy invention may foster greater perseverance in children.
- Future research should focus on fostering intrinsic strategy development.
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