How to stimulate children’s deep thinking ability: several practical suggestions

There are various factors that make children unwilling to use their brains. The most critical factor is that we have not ignited the curiosity and exploration fire in children’s hearts.

Dad is reading the original: Gobi Hey, I’m Koken. In this world, deep thinking is not only a way to acquire knowledge, but also a cornerstone for cultivating self innovation and problem-solving abilities.

Deep thinking is the key to unlocking the door of wisdom, and every moment of not wanting to use your brain is an opportunity for wisdom to pass away.

When we find that children are unwilling to use their brains, we really need to think deeply about the reasons behind our children, analyze and observe them, rather than being anxious.

Many readers also ask: My child doesn’t like to use his brain, and when he encounters difficult questions, he doesn’t want to take the exam.

What should I do. In the face of this situation, we first need to deeply analyze the fundamental reasons why children are unwilling to think deeply.

This is not just about seeing children lack interest or motivation in learning on the surface, but also requires a comprehensive exploration of the multiple factors behind it.

It may involve the child’s psychological state, such as fear of failure, insufficient self-efficacy, or high self expectations.

1. Laziness in thinking manifests as children not only being unwilling to delve deeper into mathematics, but also in other subjects, only willing to solve problems that can be easily solved at a glance.

Laziness “is a deep-seated problem in children’s education. I personally believe that the biggest impact is on psychological and entertainment resources: 1.

Psychological factors: Children may develop fear of using their brains to think due to past failure experiences, and worry about facing difficulties and challenges again.

This psychological burden will make them choose to avoid complex tasks and instead seek easy solutions.

In addition, low self-esteem and self-efficacy can exacerbate laziness tendencies, making children feel unable to complete challenging tasks and choose to give up.

2. Entertainment resources are also an important factor that leads to children’s laziness. Smartphones, tablets, and electronic games can easily make children addicted, distract their attention, and reduce the time and energy spent on learning and thinking.

This instant gratification entertainment method makes children more inclined to choose relaxed and fast activities rather than learning tasks that require effort and time.

2. Long term dispersion of attention manifests as difficulty in concentrating in children. Unable to sit still, playing for a few minutes on a single question, going to eat or use the restroom, only to find that half a day passed and I couldn’t even finish the regular questions, let alone think deeply.

This habit continues into junior high school, although it allows for stability, it still makes it difficult to focus on thinking.

From a neuroscience perspective, ‘focused thinking’ can make people feel exhausted. Simply put, every movement of the brain can cause drowsiness and headaches when thinking.

3. The child’s workload is too large and exceeds the scope of “meticulous work”. Under the dual pressure of tutoring classes and on campus assignments, I can’t finish all the homework, so how can I have time to think deeply.

Parents need to self check if this issue exists. 4. Long term sleep deprivation can affect memory and deep thinking abilities, leading to delayed brain responses.

This can be verified through your own experience of playing with your phone in bed and staying up late.

If we exclude the common factors mentioned above ourselves. The main reason may be fear of difficulties.

For example, mathematics is a subject full of wonders but also daunting. Children in key stages such as fifth grade, eighth grade, and second grade may encounter bottlenecks in their learning process, but this does not actually test their intelligence.

As long as their intelligence is on average, their methods are appropriate, and their environment does not hinder them, most children can learn mathematics well.

However, some children have extremely low learning efficiency, and even do not have the opportunity to delve into mathematics, let alone their interest, resulting in a simple and crude summary that they are not suitable for learning mathematics.

Here we share the views of netizens, which I believe is a solution to children’s fear of difficulties: in the face of children’s fear of difficulties, we need to assist them in choosing questions that are “within their reach”.

For temporarily difficult questions, we can temporarily set them aside. This also tests the rationality of setting goals for our children.

Goals that cannot be achieved no matter how hard they try are called ‘ineffective goals’. For example, some teaching aids divide the content into three parts: foundation, improvement, and finale.

When children are afraid of difficulties and unwilling to think deeply, they can skip all the final questions and focus on improving the parts for further learning.

If the improvement part still feels difficult, then return to the basic part. This can ensure that the child first masters the current stage of content to the best state, and then gradually increases the difficulty and climbs the “slope” of learning through regular timed training.

Through this gradual approach, children can not only build confidence, but also effectively enhance their thinking ability and problem-solving skills.

If given the opportunity, cultivate genuine interest as much as possible. Interest is built on the foundation of being able to have deep contact, and interest is the best teacher.

Just like many children who are very enthusiastic when they first start learning Go, but give up after practicing for two months because they feel bored, the reasons are essentially the same.

Interest will only gradually form when there is an opportunity for deep contact. With interest, children will take the initiative to learn.

If this kind of motivation is not long-lasting and only belongs to low-level interests, it is easy to be interrupted due to difficulties.

In fact, even a slight sense of achievement in the learning process can drive children to continue learning, gradually cultivate genuine interests, and ultimately achieve self motivation.

In the end, children’s education should not be about cramming knowledge, but about igniting their curiosity and passion for exploring the unknown.

By understanding and addressing the fundamental reasons why children are unwilling to use their brains, especially the various factors behind laziness, we can help them develop solid thinking skills and a lasting interest in learning.

In this way, children will be more confident and composed in their future learning and life, able to think deeply, be brave in innovation, easily cope with various life challenges, and achieve their own dreams.

Subscribe to ‘Dad Reading’ daily selection of deep and good articles worth reading to help you skip those not worth reading.

Practical wisdom is better than empty talk. Father’s cognitive awakening is recommended. Read a 60 year old teacher’s in-depth sharing: Plant the seeds of independent thinking for children.