Maybe not the case for everyone but an obvious reason is that we are looking to teach children.
Many presenters fail to empathize with their audience. We approach new learners as if they should understand what took us years and years and years to learn. Lessons can become more self-congratulatory than educational.
Spending the time to put yourself into a different set of eyes provides you invaluable perspective.
Their is also a simplicity to a child’s mind. We currently have these developed, complex notions of pedagogy patterned after our study and/or experience. Helping us use our own ideas from a different time in our life help us take our advanced knowledge and walk it back in time.
With this exercise, we focus on our most favorite target (ourself) but redefine our context. We see ourselves as a fresh learner, with fresh eyes and much different interests and motivations.
It is a useful practice in exploring our roots and reconsidering our future audiences.
For me personally it was useful as a practice in capturing wonder and empowering curiosity. And that is useful because in the creative learning practice I want that to be my main output.
Childhood objects make more sense because children tend to have more readied access to wonder and curiosity. My own past makes sense because I’ve been me for 31 years and have a solid understanding of “me”.
If I am looking to capture something, it is useful to go to a place of great abundance that I have done some research on.