1.0Drishtikonehttps://www.patheos.com/blogs/drishtikoneDesh Kapoorhttps://www.patheos.com/blogs/drishtikone/author/drishtikone/- Why Children Should NOT have the World at their Fingertipsrich600338<blockquote class="wp-embedded-content" data-secret="mcEr3UWjDl"><a href="https://www.patheos.com/blogs/drishtikone/2005/10/253/">– Why Children Should NOT have the World at their Fingertips</a></blockquote><iframe sandbox="allow-scripts" security="restricted" src="https://www.patheos.com/blogs/drishtikone/2005/10/253/embed/#?secret=mcEr3UWjDl" width="600" height="338" title="“– Why Children Should NOT have the World at their Fingertips” — Drishtikone" data-secret="mcEr3UWjDl" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"></iframe><script type="text/javascript">
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Source Link: Orion Highlights: Structured learning certainly has its place. But if it crowds out direct, unmediated engagement with the world, it undercuts a child's education. Children learn the fragility of flowers by touching their petals. They learn to cooperate by organizing their own games. The computer cannot simulate the physical and emotional nuances of resolving a dispute during kickball, or the creativity of inventing new rhymes to the rhythm of jumping rope. These full-bodied, often deeply heartfelt experiences educate not just the intellect but also the soul of the child. When children are free to practice on their own, they can test their inner perceptions against the world around them, develop the qualities of care, self-discipline, courage, compassion, generosity, and tolerance—and gradually figure out how to be part of both social and biological communities.