Following my recent post, The Cognitive Skill That Makes Kids Smarter Than AI, some parents were probably asking the same question: "My child seems like a creative disruptor. Now what do I do?"

The answer starts with asking a question that most homes and schools miss. When do children get to pursue their own learning? Most days are scheduled with things kids have to do. But creative disruptors need time for intrinsic interests.

I've adopted something for my classroom that anyone can try at school or at home, called Exploration Time. This is self-motivated learning with teacher guidance and support but no direction. It's modeled after Google's 20% rule, where employees spend one day a week on personal projects.

During just 30 minutes daily, I've had students stain paper with tea to make an old-looking Harry Potter map, attempt no-bake desserts, and create step-by-step gymnastics tutorials. Students always look forward to learning they chose for themselves.

This is play-based learning in action.

Research shows that we often trivialize the play vs learning dichotomy that views play as a recess-only activity. This unintentionally negates the view that children can learn through play itself. This perception severely curtails play's potential as effective classroom practice.

Creative disruptors, like Lucca from my previous post, need environments where they can take intellectual risks without judgment. Traditional classrooms that demand sitting, following predetermined lessons, and moving through the curriculum at imposed pacing create cognitive toxicity for these minds.

The difference between environments where creative disruptors flourish versus struggle comes down to fundamental culture:

Thrive Environments: The "Yes, And..." Culture

Psychological safety plus intellectual

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