Why is one child excited and the other fearful about trying new encounters?
Why is one child help with extensive effort toward something and the other quit easily in discouragement?
Why is one child intensely curious and the other closed lower to new learning?
It’s their set of beliefs – their way of thinking – that determines their behavior and outlook. Their beliefs determine their frame of mind, their approach to existence, their attitude about themselves and their abilities. Wondering why phonics is important? Visit our website to know more.
Beliefs That Promote Learning, Beliefs That Promote Fear
What type of beliefs promote openness to learning and just what kind of beliefs produce a sense of fear and limitation?
Surprisingly, beliefs such as “I’m smart” or “I’m gifted” or “I’m gifted” tend to create limitation instead of openness. When children are told, “You are so smart” or “You are so gifted,” they possess a inclination to get attached to the approval of being smart or gifted and could become fearful of failure. They could decide when they help with great effort toward learning something and they fail, this will prove that they are not as smart or as gifted as their parents or teachers believe them to be. They may learn to attach their worth to being smart or gifted and could see themselves as failing if they fail at something.
On the other hands, children who are recognized for EFFORT instead of ABILITY (see “Mindset” by Dr. Carol Dweck), learn to value themselves for their openness to learning and their efforts toward their goal, instead of for achieving the goal itself. These children get excited by the process of learning itself and notice a sense of worth in the effort, growth, and learning, instead of their sense of worth being attached to the outcome.
Enjoying the Challenge or Attached to Outcomes
Children who have a challenge get a sense of self-validation from the effort itself, while children who are attached to outcomes get a sense of worth mainly through the approval of others.
There’s a significant difference between children who think that “The harder Sometimes, the smarter I recieve” or “The more I practice, the better I recieve,” and children who believe, “I’m smart so I haven’t got to strive,” or “I’m gifted and that i can simply select from my talent.” Research signifies that raw intelligence or talent isn’t enough.
It certainly is been recognized that by effort, training, and workout it is possible to develop intellectual ability or perhaps an intellectual mastery well above the average….We all know perfectly there are individuals who are extremely gifted intellectually. We know perfectly that individuals exceptional gifts will yield nothing unless of course cultivated by intensive training and daily practice.
The Monk and the Philosopher, by Jean-Francois Revel and Matthieu Ricard p. 45
Likewise, we want to make certain that we don’t limit our children by letting them know they are stupid or untalented. A child who believes that “I am stupid why bother putting in any effort,” or “I am not musical why bother practicing the piano,” won’t ever make the effort needed to grow. Check out children learning reading reviews and decide on the best product by visiting our website today!
Fostering Openness to Learning
As parents, grandma and grandpa, and teachers, we are able to promote openness to learning in children by concentrating on their effort instead of on their abilities or their achievements. An announcement such as “Wow, I’m able to really observe how hard you’ve labored about this!” can motivate a child way over “Wow, you are so smart!” or “Wow, you are so gifted!”
It’s wonderful to see children curious, open and excited by learning. It’s wonderful to experience children who are self-motivated and receive pleasure along with a sense of intrinsic worth through their own efforts. Let us promote this in our children by teaching them that their intelligence and talents are not fixed at birth – that their intelligence and talents grow with effort and exercise.