In a shocking event that captured national attention, a six-year-old child in Langkawi was found driving a car with their three-year-old sibling, ending in a crash. The children had quietly left their house while their father was asleep and their mother was in the bathroom. Local news outlets such as Berita Harian and Sinar Harian widely reported the case, which raised serious legal concerns. Legal experts noted that Section 31(1)(a) of the Child Act 2001 (Act 611) allows punishment for anyone who neglects or endangers a child, causing possible physical or emotional harm. In this article, I would like to explain how a young boy could manage to drive a car on his own, viewed through the lens of learning theories.
Bandura’s Imitation Theory (1979) explains that people learn by watching and copying the behaviour of others. According to this theory, learning happens through mental processes such as observing, remembering, and thinking.
The theory identifies four main factors that influence imitation — the model, observation, environment, and individual skills. It also highlights that a person’s ability to imitate depends on their motivation, confidence, and belief in their own abilities. In this case, the child may have copied what his parents did and tried it himself. The boy said he learned to drive by watching YouTube videos and by observing how his father handled the family car. This example clearly shows how children learn through observation, especially when they see a skill performed repeatedly.
Observational learning, a key idea in modern education, allows people to gain knowledge simply by watching others. Its effects go beyond individuals, shaping communities and even cultures. A clear example is how easily young children can take the driver’s seat and mimic their parents’ movements after seeing them drive many times.
From my own experience, my spouse and I never allow our children to use our mobile phones. However, there are moments when we become distracted, and they pick up the device to pretend to make phone calls. They even swipe the screen with their fingers as if they are using it — proof of how powerful observation can be in shaping behaviour.
Piaget’s Developmental Theory (1936) explains how children think and learn as they grow. According to this theory, children develop their understanding of the world through different cognitive stages. One of these stages is the preoperational stage, which occurs between the ages of two and seven. During this stage, children begin to use language and symbols, but their thinking is still limited and often based on their own experiences.
A key feature of this stage is egocentrism, where a child can only see things from their own point of view and struggles to understand others’ perspectives. This means that a six-year-old child may act based on what they want or believe, without realizing the possible consequences. Therefore, from Piaget’s perspective, such behaviour—like trying to drive a car—can be explained by the child’s stage of cognitive development.
Vygotsky’s Social Constructivism Theory (1962), also known as social learning theory, explains that a person’s learning and thinking are shaped not only by their abilities but also by their social interactions and cultural environment. According to this theory, people build knowledge through communication, shared experiences, and the use of tools such as language and symbols. Learners are not passive receivers of information; instead, they actively create meaning based on what they experience.
Learning takes place when individuals interact with others and try to make sense of their surroundings. In relation to the incident involving the child, this theory is clearly reflected. The boy showed curiosity and learned through his environment—by watching his parents, siblings, and the car. Through these interactions, he constructed his own understanding of how driving works, which eventually led to him trying to drive the car himself.
Studies have shown that preschool girls usually perform better than boys in fine motor skills, while boys often excel in gross motor skills. Fine motor skills involve small and precise movements, such as using the hands and fingers to write or hold a pencil. In contrast, gross motor skills involve larger body movements that require strength and coordination, such as running, jumping, or throwing a ball.
When it comes to driving a car, several steps are involved. A person must start the engine, release the brakes, shift gears, and turn the steering wheel. Each of these actions requires coordination and control. So, what do you think — does driving a car rely more on fine motor skills, gross motor skills, or perhaps a combination of both?
In conclusion, learning theories help us understand how a child could perform complex actions like driving. Bandura’s Imitation Theory shows that children learn mainly by watching and copying others. Piaget’s Developmental Theory explains that during the preoperational stage (ages two to seven), children start to represent and act out what they see around them, though their thinking is not yet fully logical. Finally, Vygotsky’s Social Constructivism Theory highlights that learning happens through social interaction and experiences with the environment. Children gain knowledge by exploring, observing, and finding meaning in what they experience every day.
Note: The author is a lecturer at the School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia (UTM).
