Building a better pig

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 Schools place too much emphasis on speed and not enough on mastery. In subjects such as math, a child should not move to the next topic before the previous (underlying) concept has been mastered. To do so is comparable to building a house on a shaky foundation. All children should work within a zone where they are challenged, yet adequately supported until they master the material and are ready to move on.

 

The Importance of Mastery vs. Speed

Remember the story of the Three Little Pigs? Ever wonder why two of the pigs built houses out of straw and twigs, only to be blown away by the Big Bad Wolf? And what possessed the third little pig to build one out of brick? Was the third pig smarter – born with more talent – better genes? Actually, they were brothers, all from the same litter. And no, they weren’t that different in intelligence; they were pigs for goodness sake. But the first pig went to a school where speed was emphasized. He won top honors for being the “speediest” pig. He ate fast, wallowed fast, walked fast and built houses faster than anyone. Building them out of straw definitely helped with the speed thing, because it was available right on the job site. The second pig went to a school where he learned to build the best house in the time allotted. And that was what he did. He built a very fine house of twigs and came in under budget, with a half day to spare. The third pig went to a school where nothing got done on time, because everything had to meet a certain standard before it was complete. Naturally, the third pig was unemployed after graduation, because he took too long to finish projects. Consequently, he was left to build his own house in all his free time. And so it went, with each row of bricks slowly added, but only after the row below was set and secure. And you know the end to this story. Good houses like good scholarship rely upon securing each level before adding the next. A good education is like a good house, it has to rest on a solid foundation. So how is speed an essential factor in building a solid foundation? Ask the first two pigs.

What is more important, quality of work or speed to completion? If I am paying by the hour, maybe speed. But for surgeon, songwriter, barber, and telephone advisory person – I have to go with quality. In fact, if I am paying for successful completion of the job, speed is not my concern. So why is speed such a big deal in school? Why are tests almost always timed?

I had a Chemistry professor in college who gave untimed tests. At the end of the semester, I went to turn in my test and he asked, “So how did you do?” to which I responded, “Couldn’t get the last problem” to which he responded, “Then sit down and derive it”. Bless his heart. He sat there another forty minutes in the empty classroom, while I figured it out. He knew I could and he wasn’t going to let an arbitrary deadline keep me from showing it.

If you have an assembly line running, of course you want workers who are speedy. But if you have a brand name to protect, you don’t want your product recalled due to poor workmanship. If you commission a work of art or a new website, you aren’t paying for speed, you are paying for quality.

Speed comes with competence, but speed should not be a measure of competence. And for those who are just naturally speedier – walk faster, talk faster, think faster – do they deserve special status? When I go to my doctor, I dislike waiting too long, but I dislike even more, an appointment that is rushed, where I am not carefully listened to, where the doctor does not think deeply before offering an answer to my questions.

A focus on speed often has to do with the need to keep up. Keep up with the rest of the class, get done within the 50-minute class period, and be ready to start the next unit on Monday. But every child is different and every child learns at his or her own rate. Therefore, setting the pace at which they must progress through the course is a set up for half the class feeling bored and half the class feeling overwhelmed and frustrated, convinced they are “just no good at math” or “hate math” or “have math anxiety”.

Effective instruction and learning takes place within the zone of proximal development – at a level just beyond what the child can do independently but not at a level where the child is overwhelmed, even with support. By working within the ZPD, the needed support is gradually withdrawn as mastery is achieved. The scaffolding provided by the teacher, tutor and the text allows the child to take on the challenge of new and unfamiliar material. With practice, the child learns to handle the material with increasing independence until reaching the point where no outside support is necessary because the concept has been truly mastered. Only then should the child move on, with a ZPD adjusted upward, new challenging material introduced, the support needed in place, with the foundation of concepts mastered securely in place. Yet a focus on speed and meeting some schedule totally undermines the process of working within the ZPD and moving at the pace of mastery. To do so leaves the student trying to build a house on a shaky foundation. Math is not difficult when each concept is mastered before moving on. Math is hell when a child is expected to learn new material without the proper foundation in place.

Designing a class that allows for self-paced learning is a challenge – one many teachers cannot or will not undertake.

One shoe fits all?

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Limits are needed to protect a child from harm and to promote autonomy. A primary theme of healthy parent child relationships is the transfer of control from the parent to the child. We want our children to learn to soothe themselves when they are upset, control behaviors that are potentially harmful to themselves or others, and to become self-directed rather than reliant upon outside sources of motivation.

Setting Developmentally Appropriate Limits

How do we set boundaries (or limits) when every child is temperamentally different and develops at his or own pace? Sounds like a frustratingly difficult level of complexity, doesn’t it? And when there are multiple children involved, what system could possibly be right for all?

Instead of trying to figure out what limits an adventuresome six-year-old or a demanding sixteen-year-old should have, think in terms of the basic themes that can guide you. Limits exist for two important purposes: insuring safety and promoting growth.

It is easy to set limits that assure safety if we are not concerned about growth. In some circumstances, safety is the only concern. When the tornado siren sounds, everyone belongs in the basement with flashlight, blanket, radio, food and water. When driving, seatbelts are fastened, and no alcohol, drugs, or phones are allowed. But when can a child have her training wheels off, leave the yard, cross the street, or stay out beyond 10pm?

The growth we hope to promote is the development is autonomy – self-directed, self-controlled, and emotionally self-regulated.  We want our children to learn to soothe themselves when they are upset, control behaviors that are potentially harmful to themselves or others, and to become self-directed rather than reliant upon outside sources of motivation.

Our use of limits needs to take into consideration the extent a child can self regulate. A toddler who cannot negotiate stairs needs a fence at either end or a spotter. These are removed as she demonstrates mastery on the stairs and a healthy respect for falling.

Remember the Zone of Proximal Development? (See Goldilocks is in the “Zone” – Where We Learn Best ) That concept applies to limit setting. In areas where a child can self regulate, no external limits are necessary. When the challenges of a situation would overwhelm a child’s abilities, limits are needed. The zone between these two points is where limits can be useful in promoting growth.

All children are born curious and possess an inborn drive toward autonomy. Children want to achieve mastery and be able to control their environments (and not let the environment control them). Children have a drive to crawl, walk and climb. Where they do their crawling, walking and climbing is sometimes an issue of safety. But if they wish to have a greater range for crawling, walking and climbing, they need to demonstrate their ability to do it safely.

Remember the Magic Formula for motivation: Investment = (I want) x (I can)? Many children, especially young ones, listen to the (I want) and are off and running. They are motivated to develop the (I can) part, but are often unable to be objective about the quality or reliability of the (I can) part.

Limits are necessary when the (I can) is not fully developed. Yet these limits need to be dynamic so that the child knows that developing the (I can) means a pulling back of the limits. Limits promote healthy growth when they are perceived as (show me you can) rather than (you can’t), thus supporting the (I want) x (I can) formula that works so well.

Elsewhere, I discuss the problems of children who are overly timid or avoidant, who self-limit, because of fears of getting hurt, losing approval, or failing. For these children, limit setting takes on a completely different role. For those who are avoiding, the parent may need to gently set limits on the behavior used to avoid important work that needs to be done. Or the parent may need to inquire about the (missing) curiosity and ambition. For the timid, cautious, or shy child, the parent may need to provide safe support for engagement (ala ZPD scaffolding) that is gradually withdrawn, as the child feels more competent and confident.

When the engines of curiosity, ambition, and autonomy are at work, limits are useful standards for the child to push against to develop and demonstrate mastery. The precocious four-year-old child who thinks she is ready for the training wheels to come off can assert herself by asking for an audition to show she is ready. When her dad cannot keep up with her to support her seat, maybe she is ready for the wheels to come off. When the child can swim two laps of the pool and can tread water for 10 minutes, he has shown he is ready to swim in the deep end of the pool and use the diving board. When the child can get herself up for school on her own every morning for two weeks, she has shown she is ready for a half hour later bedtime. In each of these examples, the child is motivated for the parent’s limits to be relaxed and that occurs by virtue of the child’s demonstration of self-regulation. In these cases, the drive for autonomy and the wish to push back the limits on that autonomy provide the engine for development.

This form of limits, where the child understands that they are subject to change by virtue of their demonstrated mastery (or responsibility) is completely different from a system where rules or limits are arbitrary and rigid. For instance, when rules exist, “because I said so” or “because you are not old enough”, children either lose the drive to become competent and autonomous, or they shift their efforts into evading the limits through secrecy and deception. In a healthy family relationship, the parent is able to explain the need for the limit (for safety) and the child understands the competence he or she must demonstrate to alter that limit. It is a transparent and dynamic process. The parent and child may not agree on what constitutes readiness, but all parties should be able to understand and explain the reasoning of the other. In other words, a parent can be understanding and empathic and still say, “no”. A child can be disappointed, but know that the parent understands why they think and feel the way they do.

Here are a couple of examples:

Party Girl?

“Dad, you can trust me to not drink at that party”, explains his fifteen-year-old daughter.

“I do trust you, kiddo. I just don’t trust some of the people who will be there who have been drinking”, responds her father.

“You mean I can never be around people who are drinking?”

“Explain to me how you will be safe. Plus, am I correct in believing the police hand out tickets to everyone who is underage at a party with alcohol?”

This young lady has her work cut out for her. But she is not hearing “no, because I said so”. She is hearing, “I need to know you will be safe” and “you cannot break the law”. She will have to do some planning and brainstorming with her friends in terms of safety, openness, adult supervision, and setting. But she will figure something out, because she knows her father is strict but fair and she has earned his trust through a process of solving problems by showing she has outgrown limits instead of trying to evade them.

My Very Own Dog?

“Mom, I really want a dog. I’ll take care of him. I promise,” pleads Timmy.

“I don’t know. That is a huge responsibility and the dog can really suffer if he isn’t fed and walked,” his mother reminds him.

“Jamie has a dog and I’m the same age he is,” as Timmy points next door.

“Yeah, and who is it I see every morning walking Jamie’s dog?” his mother chuckles, trying hard not to sound too cynical.

“Jamie’s father does. Oops. Bad example, eh? Can we rent a dog for a week so I can show you?” brainstorms Timmy.

“Rented dogs can’t suffer?”

“You know what I mean. Let me prove I’m ready.”

“How would you do that?” his mother says, looking more serious now.

“I can clean my room every week and make my bed every day,” replies Timmy, knowing what seems to matter to his mother most mornings.

“That would be nice to see. What does that have to do with taking care of a dog?”

“I could fix my own breakfast and take you for a walk every day,” answers Timmy, starting to get the idea he has to show her he can take care of the dog.

“That would be nice, but I still don’t see how that proves you are ready for a dog.”

“Come on Mom. How can I show you?”

“I have an idea. Get Sparky down from the shelf and you can pretend he is a real dog for two weeks,” recalling Timmy’s attachment to his old stuffed dog.

“He is a real dog, Mom.”

“Huh?”

“I still talk to him. He just doesn’t answer back like he used to.” Timmy remembers that is mother used to compare his relationship to Sparky to the one between Calvin and Hobbes, their favorite reading at bedtime.

“Take care of Sparky for two weeks like you would a really real dog.”

“Like with a really real leash, dog dish and pooper-scooper?”

“Yeah. Let’s make a schedule for feeding and walking Sparky and put it up in the kitchen.”

“Are we going to buy Sparky real food, or just feed him table scraps?”

“How about YOU feed him blue Lego’s in the morning and red Lego’s at dinnertime?”

“And I’ll scoop yellow Lego’s on our walks?”

“That’s more information than I need.”

“How often do I need to walk Sparky?”

“Call Grandpa and ask him how often he takes Buster out.”

“Hey, I just thought of how I can prove I’m ready. Next time Nana and Grandpa go away, I can take care of Buster.”

“If you are reliable with the Sparky for two weeks, you can ask Grandpa.”

Just because a child is nine years old does not mean he is ready for “nine-year-old” privileges and responsibilities. Those should come by virtue of demonstrated mastery, on developmental time, rather than chronological time. Therefore, we are constantly assessing what a child can handle independently and where he is headed next. Fortunately, children usually let us know what is next. It is up to us to negotiate a process whereby they can develop more self-reliance. Support for their engagement as they master skills or take on increasingly more responsibility can be gradually withdrawn as they demonstrate a readiness. In other words, limits are created and amended on developmental time, not chronological or social time.

If you have not already read the distinction between developmental time and social/biological time, this would be a good time to click on that link.

The Goldilocks Principle

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Working within a Zone of Proximal Development promotes growth. ZPD is defined by the zone (tasks or expectations) just beyond what a child can do independently, yet short of what would be overwhelming, even with help. With the help of instruction and/or support (scaffolding) a child can take on new challenges. That scaffolding is gradually withdrawn as the skill is mastered, and the zone is adjusted upwards.

 

The Goldilocks Principle

ZPD – Where we learn best

Remember the story of Goldilocks? Of course. Do you remember Vygotsky and the Zone of Proximal Development? Maybe not? Let’s finally put Goldilocks to some good use. Of all people, “Why Goldilocks?” you ask? I’m finding value in that totally self-absorbed, overly entitled, seriously unsupervised little brat? Hear me out. We may get some actual work out of Goldi yet. By linking ZPD and Goldilocks, perhaps the former will be easier to access and the latter will be easier to tolerate.

As you recall, after breaking and entering, Goldilocks began her comfort seeking. “Not too hard, not too soft, just right.” … “Not too hot, not too cold, just right.” You remember the basic theme. Actually that theme is an important one to remember. In fact, let’s call it a principle. The Goldilocks’ Principle: Not too ____, Not too _____, Just right? That’s much easier than calling it the Zone of Proximal Development, which is an essential part of any toolkit for parents, teachers, and coaches.

In its simplest form, ZPD means that children learn best when the work is not too hard, nor too easy, but just right. Vygotsky actually made it a little more sophisticated than a mere paraphrasing of Goldilocks. He said that the Zone of Proximal Development is defined at the lower limit by what children are capable of doing independently, with no help. The upper limit is bounded by what children are not yet capable of doing, even with the help of an adult. Bored vs. Overwhelmed for those of you who want to keep it as simple as it should be. Within the ZPD, children are capable of more challenging work if they have the assistance of an adult. In other words, they are challenged, but they have the necessary support to take it on. Operating within the ZPD means that as they begin to master the work, the amount of necessary support is reduced and the ZPD is adjusted upwards.

 

Goldilocks Principle (GP) = Zone of Proximal Development (ZPD)
Goldilocks Principle (GP) Zone of Proximal Development (ZPD) What My Mother Calls “Common Sense”
“Too Hot” Cannot do, even with help Overwhelmed
“Just Right” Zone of Proximal Development Challenged    (w/ support)
“Too Cold” Can do independently Bored

The support that allows the child to take on the more challenging work is often called scaffolding, as in the structure used to support workmen while constructing a building. In this case, the scaffolding (in the form of demonstrations, corrective feedback, support or encouragement) is withdrawn as the child attains mastery of the skill and no longer needs the support. Children need high expectations, but they also need the structure and support to make those expectations attainable.

Another good way to remember the workings of ZPD and scaffolding is to visualize a child learning to rock climb. With the aid of a harness, belaying rope and coach, the child can take on the challenge of climbing, trust that he will be safe when he falls, learn from his mistakes, and constantly improve. Without the belaying, most kids stay close to the ground, while the others put the orthopedist’s children through college.

(in terms of BIG IDEAS in Child Development, they don’t get any bigger than Vygotsky’s ZPD)