Most of us spend a significant portion of our lives helping to educate our children. We sit beside them while they work through math equations, reading assignments, or writing tasks. In these moments, the urge to intervene is constant. When our child pauses or struggles with a word, we naturally lean closer to offer a hint, a correction, or a word of encouragement.
We do this because we want them to feel supported. But new research reveals that these good intentions are more likely to backfire, and by trying to help our children we may be unwittingly hindering their progress.
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