Procedural knowledge is better copied than taught. But I talk to my kids a lot about causes and effects. Why something happens. What the deeper interrelations between things are. And my kids like it and try to anticipate consequences (how the story goes on). For example, I recently talked with my 10-year-old about matches and how they are ignited by friction with the phosphorus ignition strip. And we talked about what phosphor is and that it is part of the stuff that provides energy to the body (ATP). He already knew that there are little fires burning in the body i.e. that the body does burn oxygen internally—just not how, so he asked about it. And he could immediately anticipate that this would also stop working if the match sticks wouldn’t work either—as told in Universal Fire.
Procedural knowledge is better copied than taught. But I talk to my kids a lot about causes and effects. Why something happens. What the deeper interrelations between things are. And my kids like it and try to anticipate consequences (how the story goes on). For example, I recently talked with my 10-year-old about matches and how they are ignited by friction with the phosphorus ignition strip. And we talked about what phosphor is and that it is part of the stuff that provides energy to the body (ATP). He already knew that there are little fires burning in the body i.e. that the body does burn oxygen internally—just not how, so he asked about it. And he could immediately anticipate that this would also stop working if the match sticks wouldn’t work either—as told in Universal Fire.