When I think of “drill,” I think of arithmetic problems. The feedback does not come from the world, but from the teacher. A large part of that is that the child does not want to learn arithmetic because of not having an application for it. An application might provide better feedback.
The second thing I think of with “drill” is a sports coach making the kids break down the game, rather than just playing. The coach makes them do free throws, which they wouldn’t do on their own, but the world provides the feedback and the value of free throws is pretty clear. Erikson says that the coach is right to drill, that it is suboptimal to just play. Even professional players are famous for not practicing free throws. A child at the basketball court alone, unable to just play is unlikely to drill free throws, but is likely to drill layups, which are closer to the standard game and may be a good choice.
When I think of “drill,” I think of arithmetic problems. The feedback does not come from the world, but from the teacher. A large part of that is that the child does not want to learn arithmetic because of not having an application for it. An application might provide better feedback.
The second thing I think of with “drill” is a sports coach making the kids break down the game, rather than just playing. The coach makes them do free throws, which they wouldn’t do on their own, but the world provides the feedback and the value of free throws is pretty clear. Erikson says that the coach is right to drill, that it is suboptimal to just play. Even professional players are famous for not practicing free throws. A child at the basketball court alone, unable to just play is unlikely to drill free throws, but is likely to drill layups, which are closer to the standard game and may be a good choice.