The Child As Small Adult

The education literature since at least Rousseau has cautioned against viewing the child as a small adult. The meaning of the phrase, however, is not totally clear.

“Small adult” usually means that children are viewed as adults in miniature, that is, as small in height and weight and weak in physical strength, but otherwise as possessing an adult brain that is merely absent content. The job of educators and parents, then, is to fill that brain with knowledge to move the children, as they reach maturity, up to the level of educated adults.

The problem with this view is that the children obviously do not possess adult brains. And most parents and teachers have a sense that this is correct, namely that the brains of children are as immature as their bodies, that their cognitive capacities and abilities vary by age and among each other at the same age, and that pace of learning and interest determine what and how much any particular child will learn at any particular time. This is what the concept of “stages of development” is all about.

Yet adults continue to demand that children learn the way they, the adults, think they learned, by attempting to stuff the brains of children with knowledge the children are not ready for or interested in and by expecting this learning to take place and be completed at one time. I say “think they learned” because I doubt that many adults in fact learned the way the adults expect their children to learn.

The worst mistake adults make when relating to children is to demand obedience to authority. “Learn your multiplication tables or there will be a consequence.” “Pick up your clothes, or else . . .” Adults may or may not be consciously aware of acting on this premise, and sometimes it may be an act of desperation when nothing else works, but demanding obedience to authority is not nice when made either to children or to other adults. It is the demands of a dictator or authoritarian mentality; I’ll assume a more innocent motivation in adults for the rest of this discussion.

A widely common mistake that adults make in relating to children is what I call “one-time learning.” It manifests itself often in the (sometimes angry, sometimes exasperated) question, “What did I just tell you?” The question can be asked about anything, ranging from multiplication facts to dirty clothes on the floor to catching a softball with two hands. The assumption is that the child has been informed—the knowledge has been put into the brain; therefore, he or she should be able to instantly grasp, retain, and act on what was just “learned.”

Such expectation, however, is patently absurd. Adults do not as adults, and did not as children, learn that way. Experienced teachers know that two requirements of good teaching are repetition and patience, for the variety of reasons mentioned in the third paragraph above. Some children are just not ready to learn what the adults seem to think they should be learning right now. And others are just not interested in learning that great wisdom of the adults. What the experiments of Summerhill and Sudbury Valley Schools (1, 2, 3) have demonstrated is that children, when left free to pursue their own interests, will in fact learn to read, do arithmetic, and even go on to college, but not on the schedule that adult educators think they should be on.

This last was made obvious to me recently in my duties as assistant coach of my daughter’s softball team. One of the coach’s jobs is to repeatedly shout to the girls to use two hands when catching the ball, which they seldom do. A couple of weeks ago, I noticed, without my chiding, one girl (eight years old) all of a sudden was catching with two hands. Subsequently, in a game, she even made a semi-spectacular two-handed catch of a pop fly. Lesson learned, by the adult? Children march to their own drummer when it comes to learning! Something clicked in the girl’s mind that I could not have predicted. One-time learning certainly did not produce the result.

On the other side of the coin, adults who treat children as small adults often fail to grant them the cognitive capacities and abilities that they in fact do have. Montessori demonstrated this abundantly by teaching children to read at age four and by teaching lower elementary children geometry, algebra, and history, among other subjects that the education establishment long ago relegated to much later ages. Children desperately want to grow up and become adults, but adults have to allow them to do so, at their own pace and when they are interested enough to learn the ways of the adult.

The bottom line of the issue of viewing children as small adults is that children need to be viewed as children, not more than they are and not less than they are. And each child has to be viewed as a unique individual with unique desires and abilities. Recognizing and responding to those uniquenesses is one of the traits that separates teachers from those who would appear to be dictators.


Postscript. The recent financial bailout lunacy in the United States has sufficiently tweaked my boredom with politics to make this comment. The simplest, concise explanation and solution to the lunacy can be read here (1, 2, 3) by Mark Thornton of the Mises Institute. For more detailed and equally competent comments, read many of the last month’s posts on the Mises blog, but especially this recent one by George Reisman (also posted here).