Mistakes: a powerful driver of learning
Making a mistake isn’t the same as failing, quite the opposite. Making mistakes means testing, reasoning, adjusting, and moving forward. Giving children opportunities to experiment paves the way for complex and essential cognitive development. Memory, comprehension, emotional regulation… Let’s take a closer look at the many benefits of mistakes in a child’s development.
Making mistakes while having fun is a wonderful combination. Because yes, even though we want the best for our children, they cannot go through life with nothing but a string of successes. Mistakes are an integral part of any journey. From a very young age, they have their rightful place. Better yet, they help enrich learning, reinforce what’s been learned, and develop new skills. Out of the corner of your eye, you’ve surely noticed that he or she is getting frustrated, getting a little upset, or just can’t seem to get it right. Don’t intervene. At least, not right away. In this moment, which may seem negative, particularly beneficial experiences are taking place.
Understanding, learning, memorizing
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Mistakes trigger a neural signal that helps adjust learning. This learning signal helps children avoid repeating the same mistakes and strengthens the neural circuits relevant to performing a particular task. However, these benefits appear to be enhanced when children receive corrective feedback1. Simply guiding the child when they need it, without taking over completely, thus improves learning.
Studies on this topic focus primarily on mistakes made in a school setting. It is entirely possible to extrapolate. All ages and all contexts become a focus for reflection. For younger children, these mistakes will occur more often through play. Offer them this rewarding chance to make mistakes. Choose playful activities that open the door to this opportunity. You will help them develop their analytical and self-correction skills, as well as their memory. In other words, they will learn from their mistakes so as not to repeat them.
Managing emotions through mistakes
Failing at first can lead to frustration, disappointment, and sometimes even discouragement. This is nothing to worry about; these emotions are natural, and it’s important to let them surface. How a child responds to them and their mindset play a major role in how these emotions are managed, both in the moment and over the long term.
According to a study published in the journal Developmental Cognitive Neuroscience2, children with a “growth mindset” (a mindset that accepts that progress comes through effort, ups and downs) pay more attention to their mistakes, analyze them more easily instead of getting defensive, and bounce back more effectively.
This type of mindset is associated with specific neural processes, reflecting better emotional regulation. The result is a definite improvement in resilience and self-confidence.
Greater independence
Many educational approaches rely on experimentation to promote learning. Experimentation inevitably means allowing plenty of room for mistakes. The benefit? It’s not just about getting things right or avoiding mistakes at all costs, but rather about understanding why we made a mistake and how to correct it.
Researchers3 have even analyzed the brain activity of children accustomed to learning methods that allow more room for error (the Montessori method), compared to that of children subjected to a more traditional education. Among their conclusions: “Montessori students showed greater neural activity in the right parietal and frontal regions involved in mathematical processing.” The educational experience therefore greatly influences neurodevelopment.
Approaches that allow for experimentation and error foster metacognition, the ability to reflect on one’s own thinking, as well as a deeper understanding. Consequently, children will be better equipped to solve future problems that arise, in a more independent manner.
How should you respond when a child makes a mistake?
Keep in mind that your attitude plays a major role in how children perceive their own mistakes. In a more serious setting, such as homework, it goes without saying that you shouldn’t stigmatize mistakes or carelessness. Blaming and pointing fingers amounts to labeling mistakes as something negative, something to be ashamed of. Definitely not!
Studies4 show that adults’ reactions in these situations have far-reaching consequences. If you adopt a positive attitude toward mistakes, it demonstrates that they are a normal part of learning, helps reduce negative emotions (such as frustration and anxiety), and encourages perseverance and the use of constructive strategies.
More specifically, let them figure out their mistakes on their own as much as possible. There’s no need to point them out if they aren’t really significant. For a mistake in a math problem, sure. But for a misplaced block or a drawing that’s upside down, what’s the point? Mention something that needs correcting, if necessary, without any judgment, simply by raising a question. If the child finds the solution on their own, all the better. If they need a little help, start by getting them to think it through and encouraging them. When the solution is finally found, it’s time to congratulate them.
As children grow, opportunities to make mistakes multiply, especially as schoolwork becomes more complex. But there’s no need to wait until school. It’s essential to offer even the youngest children activities that allow them to experiment. Many types of games lend themselves to this, particularly those that prioritize freedom, using highly versatile materials designed to stimulate their ingenuity (circuit games, building games, imitation games, etc.).
Sources :
- Mera Y, Rodríguez G, Marin-Garcia E. Unraveling the benefits of experiencing errors during learning: Definition, modulating factors, and explanatory theories. Psychon Bull Rev. 2022 Jun
- Schroder HS, Fisher ME, Lin Y, Lo SL, Danovitch JH, Moser JS. Neural evidence for enhanced attention to mistakes among school-aged children with a growth mindset. Dev Cogn Neurosci. 2017 Apr
- Denervaud, S., Fornari, E., Yang, XF. et al. An fMRI study of error monitoring in Montessori and traditionally-schooled children. npj Sci. Learn. 5, 11 (2020)
- Yuxuan Liu, Meilin Yao, Zhengru Li, Hongrui Liu, Children's attitudes toward mistakes: Profiles and associations with parental predictors and academic-related outcomes, Learning and Individual Differences, Volume 126, 2026
