Abstract

This study examined how questions influence the exploratory behavior of Korean children aged 3-5 years. Children explored a novel toy after hearing either direct instructions from a knowledgeable informant (direct instruction condition) or questions posed by an informant who was either knowledgeable or ignorant of the toy (pedagogical- or information-seeking question conditions). Children in the question conditions explored more functions of the toy and performed more unique behaviors than those in the direct instruction condition. However, no significant differences were found between the pedagogical and information-seeking question conditions. These results suggest that both educationally intended and simply information-seeking questions can effectively promote children’s exploration. Additionally, children with higher sensitivity and openness exhibited more unique behaviors, emphasizing the role of temperament in their exploration.