Psychological Perspective: Competition and Children's Holistic Intelligence
In the midst of an ever-changing world, accompanied by increasing exposure to gadgets and digital content, many children are more easily distracted and find it difficult to maintain concentration in conventional learning. This situation demands learning methods that are more interactive, participatory and enjoyable.
Beyond that, children also need more than just academic ability to grow and develop optimally. They need good social skills, the ability to manage emotions, and self-confidence to face future challenges.
Therefore, during a child’s developmental years, learning should not only take place inside the classroom. Experiences involving challenges, social interaction and problem-solving also play an important role in shaping a child’s intelligence and character. One such avenue is an educational competition that fulfils two main criteria: it is designed according to the child’s age and developmental stage, and it is properly supervised.
Age is one of the main factors influencing readiness to compete. Consensus from various studies identifies the ages of 7 to 12 as a critical developmental window in which children begin to have the cognitive and emotional maturity to reap the benefits of structured competitive experiences. Conversely, for children under 7, research consistently shows that competition should be avoided or significantly modified, because the cognitive functions needed to process feedback constructively are not yet sufficiently developed at that age.
In addition, supervision is an equally important element for teachers and parents to consider. When children take part in competitions, they need what I call 3D support: (1) Dampingi (Accompany): teachers and parents must stay present, not only during the competition itself but throughout the entire process, so the child does not feel alone; (2) Dengarkan (Listen): provide space for children to express all the emotions they feel while competing; and (3) Definisikan ulang (Redefine): offer a new perspective on what the child is feeling. For instance, when they feel nervous, explain that it is a sign the body is preparing to face a challenge, so they can interpret it as a normal response.
Once these two criteria are met, then from the perspective of developmental psychology, educational competitions can be an effective means of stimulating academic, social and emotional intelligence in a holistic and balanced way.
First, in terms of academic intelligence, children are believed to develop more optimally when faced with challenges slightly beyond their current abilities, provided these are accompanied by proper guidance and without excessive pressure.
Educational competitions provide such challenges through questions, games or activities that encourage children to think critically, solve problems and apply knowledge in more complex situations. This experience can therefore serve as a stimulus that enriches cognitive ability and expands a child’s learning capacity.
Second, competitions also contribute to the development of social intelligence, particularly when conducted in a team format, or what is known as coopetition (a combination of cooperation and competition). Such competitions can generate intrinsic motivation, enthusiasm and higher performance than individual competition, because they stimulate social skills such as communication, collaboration, respecting differences, and the importance of every team member’s contribution.
Finally, there is the aspect of emotional intelligence. Competitions give children the opportunity to develop emotional regulation skills. When children can recognise, understand and manage their emotions, this becomes one of the essential provisions for determining their success later in adulthood. In a competition, children experience a range of emotions, from enthusiasm and nervousness to pride and disappointment. With proper guidance, these experiences become valuable learning opportunities to build mental resilience and foster sportsmanship in facing both victory and defeat.
This is the important role of competitions that emphasise providing the right stimulation to promote children’s intelligence in its entirety, rather than focusing solely on the end result.
One example is the DANCOW Indonesia Cerdas educational competition, which recently involved me in sharing a psychological perspective. This national general knowledge quiz competition for primary school children across Indonesia presents various stimuli in the form of questions and games aimed at boosting children’s academic, social and emotional intelligence — from general knowledge and problem-solving to creativity, and, just as importantly, teamwork skills.
Divided into teams, participants have the opportunity to discuss, share strategies and complement each other’s strengths, so the experience they gain is not merely the excitement of competing for a championship, but the understanding that success depends not only on oneself, but on collaboration among team members and, of course, support from teachers and parents.
Meanwhile, in the broader context of education, I see this competition as closely aligned with the ‘Love of Learning’ pillar promoted by the Government through the ‘7 Habits of Great Indonesian Children’ programme, because it encourages children to be more motivated to learn not simply for prizes or victories, but because they enjoy the learning process itself.
Going forward, I hope there will be more educational competitions that not only improve academic ability but also develop social skills, emotional intelligence, self-confidence and a growth mindset as essential provisions for children to unlock their great potential, today and in the future.