Let me forewarn readers that the next few paragraphs are about science—real science, as defined by such terms as inductive reasoning, hypothesis testing, statistical analyses, and probabilistic modeling. Some people call this child’s play, and, in fact, it is precisely about child’s play that I am referring.
I was struck by an article in a recent edition of Science magazine (September 28, 2012; p. 1623) that discussed new studies concerning scientific thinking in young children. The thrust of the article is that, when even very young children think and learn, they employ intuitive processes that are directly analogous to the fundamentals of scientific inquiry. Children make detailed observations of their worlds, systematically formulating hypotheses, experimenting, analyzing, revising, and making decisions in essentially the same rigorous fashion that defines good science.