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Positive Powers of Mindset and Human Interactions

Human interaction, language development and storytelling are key influences in the first 5 years of a child's life. Incorporating the research of Social-Psychological Interventions, Positive Psychology and Early Education Practices have proven that the trajectory in a child's life can be guided in a positive, productive way.

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Dr. Carol Dweck (2007), one of our leading positive psychologists, has researched and explored "Mindset" which is how we approach the world and challenges around us.  Through a "Growth Mindset" children are able to approach challenges as opportunities to learn and grow as opposed to barriers and roadblocks to their futures.

By building a growth mindset in our children, we can assist them with overcoming the barriers that surround them:
  • Promoting positive approaches
  • Increased reinforcement of positive thought patterns
  • Removal of or decreased reinforcement of negative thought patterns
  • Leads to incremental mind-set of motivation, skills and practice

Building a Growth Mindset in infants and toddlers:
  • Early Childhood Education (Home and School)-exploring the world through the senses with language rich environments
  • Storytelling- express values, beliefs, and personal experiences, emphasis on overcoming challenges, and strong character traits
  • Social-Psychological Interventions- opportunities for children to have positive attributions and positive stereotypes instilled and reinforced *
  • Personalization and Generalizations-opportunities for children to think and express their personal experiences to challenges, hardships, failures and their responses to own the process themselves through writing and speaking
  • Authentic Strategies and Practices in Collaboration:
    1. Theoretical expertise (Research Based Best Practices)
    2. Contextual Expertise (Local Experts) 

*Social-Psychological Interventions (Yeager and Walton, 2011)
  • Quick, brief, targeted exercises of the mind that focus on individual’s thoughts, feelings, beliefs in and about education and challenges with academic learning
  • Interventions do not teach children academic content but instead target psychology, such as their beliefs, that they have potential to improve their intelligence or that they belong and are valued
  • Long-lasting effects due to targeting subjective experiences

In addtion to the basic needs of shelter, health and nourishment, children in the first stages of their lives can build a strong and healthy mentality to overcome obstacles in their lives with focused and intentional adults leading the way.



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