Reasoning About Competence in Early Childhood: What Children Say and What They Think

Children routinely claim that they know and can do things that lie far outside their mental and physical capabilities. To adults, this unwarranted overconfidence may suggest a disconnect from reality, which could lead to missed learning opportunities or even risky behavior. Drawing on research in cognitive development, this article paints a more nuanced picture: Compared to what children say, what children do (e.g., asking for help, seeking information when uncertain) and how they react (e.g., showing surprise when achieving an unlikely outcome) reveals a more realistic understanding of their knowledge and abilities than their words let on. We discuss relevant empirical evidence and potential reasons behind this striking divergence and close with three broad considerations for stakeholders including (but not limited to) caregivers, educators, and policymakers: (1) what children say about their own competence may not always match what they think ; (2) early education that fosters lifelong learning should be not just about “getting the right answer” but also about understanding one's own competence and limitations; (3) evidence-based educational practices and policy require continued collaboration and exchange between scientists and early childhood stakeholders.