Caregiver–child interaction influences causal learning and engagement during structured play

Abstract

The current study investigated the relation between the ways in which caregivers and children interact in a learning environment and children’s learning outcomes and engagement with the learning task. We assessed caregiver–child interaction in a structured play environment in which 3- and 4-year-olds and a caregiver were tasked with learning a causal system. Children whose caregivers were more directive during their interaction learned the causal system the best and better than children whose caregivers were more hands off and allowed children to engage in unstructured exploration. These two groups of children explored for the same amount of time, indicating similar levels of engagement with the task. Children whose caregivers were more guiding, but not directive, played significantly longer than either of the other groups, suggesting deeper engagement. We discuss these findings in relation to how children engage in causal learning and how caregivers might contribute to children’s learning and engagement with the learning process.