Assistant Professor May Lim Deputy Head LEAD Deputy Programme - - PowerPoint PPT Presentation

Assistant Professor May Lim Deputy Head – LEAD Deputy Programme Director – Occupational Therapy Singapore Institute of Technology

• Growth mindset
• Praise and criticism
• Social skills and emotional intelligence
• Tuning into child’s emotion

So what if he’s a genius?

• Out of 210 gifted children, only six had tremendous success as

an adult

• Having a gift or talent is helpful , but hard work, perseverance

and resilience are important too.

• Emotional intelligence is a significant part of the puzzle

Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York, Random House.

• People with two mindset invited to brain wave lab at Columbia
• Answered hard question and got feedback
• Fixed mindset: only interested when feedback reflected ability,

brainwave showed paying attention only when told right or wrong ; not interested in information that can help them learn

• Growth mindset: paid close attention to information that could

stretch their knowledge; learning was a priority

http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-

• ne-are-you/

These individual may plateau early and achieve less than their full potential A deterministic view of the world

http://michaelgr.com/2007/04/15/fixed- mindset-vs-growth-mindset-which-one- are-you/

These individual may reach ever- higher levels of achievement, giving them A greater sense of free will

• Positive regards facilitate mastery as it dispel fear and allows

exploration

• Good things happen when I try
• It is safe to try
• Positive regards when making an effort

• YES, children love praises
• They especially love to be praise for their intelligence, talent,

unique traits

• Such praises really does give them a boost

BUT only for the moment

• Fixed mindset
• “When I am not successful, I am dumb”
• “When I fail, I am designed to be that way”
• “I should stop trying anything hard, so I can keep getting it

right”

• “I am only good in….”
• Praising a child’s cleverness doesn’t necessarily make them

work harder – make them feel they are born that way

• “I like the way you practice writing your name, it is getting

nicer!”

• “This picture has so many beautiful colour. Tell me about them”
• “There are many long words in this spelling list. I admire the

way you concentrated to learn them”

• Everyone learns in a different way. Let’s try to keep finding the

way that works for you.

• You learned that so quickly! You are naturally smart!
• You are brilliant! All your spelling right without even studying!
• My son is naturally outgoing and friendly to everyone
• So clever, you changed into your pyjamas all by yourself

ACTIVITY: How will you change each these praises to focus on process and growth?

• Failure is a delicate matter
• When children are already discouraged and vulnerable, what

do we do?

• “I like the effort you put in, but let’s work together some more

and figure out what is it you don’t understand”

• “Everyone learns in a different way. Lets’ try to figure out the

way that works for you”

Pessimistic

• “Tim, what is wrong with

you? You are always so naughty.

• You never seems to play

well with other kids. You are always so shy.

• That’s ok, Jimmy. You are

clumsy like your mum when it comes to sports. I’m horrible at sports too Optimistic

• Tim, you are really

misbehaving today. I don’t like it at all.

• You seems to have a hard

time joining the group of

• kids. What can we do about

it?

• That’s ok Jimmy. You’ve got

to learn to keep your eye on the ball.

• Criticize the behavior – not the person
• Be specific
• Suggest what can be done or the right behaviour
• Keep a look out for opportunity to praise effort and develop

growth mindset

• Ability to identify, assess and manage the emotions of self and
• thers

Other related traits -

• Good social skills
• Optimism
• Resilience

• identify and understand your own emotions
• successfully use emotions during social interactions
• use your emotional awareness to guide you when solving

problems

• deal with frustration and be able to wait to get what you want
• keep distress from overwhelming your ability to think
• be in control of how and when you express feelings

Environments and Temporal Experiences (Past and

Ongoing) Affect Motivation Temperament

Foundations

Cognition, Motor, Language Sensory Processing Attachment influencing

Model of Social Competence-Revised (MOSC-R) within Early Childhood Environments (Lim, Rodger & Brown, 2013)

• Interpersonal social skills
• Learning-related skills
• Compliance
• Group social interaction

FOUNDATION FACTORS

Motor Sensory processing Language Temperament Attachment Cognition

Recent study with 475 children between 4-6 years

• ld (Wilson, Piek &

Kane, 2012)

Motor ability increase --- internalising symptoms (e.g. depression, anxiety) decrease Motor difficulties ---- less likely to display social skills needed for effective interaction, children avoid play

Foundation factors

Unstructured outdoor play helped children's physical and emotional development and improved their resilience and problem-solving skills.

Foundation factors

Children’s affect and motivation can change from time to time and are influenced by temporal experiences

Temporal experiences

STRESSFUL EVENTS IN FAMILY

UNAVOIDABLE HELPING CHILDREN UNDERSTAND, COMMUNICATE AND REGULATE THEIR EMOTIONS EXPRESS INSTEAD OF SUPPRESS

Sadness

Temporal experiences

Negative emotions

Temporal experiences

ACKNOWLEDGE THE FEELING

• DISAPPROVING OF YOUR CHILD’S FEAR OR ANGER WILL NOT

STOP HIM FROM HAVING THOSE FEELINGS.

• REPRESSING NEGATIVE FEELINGS CAN RESULT IN NEGATIVE

CONSEQUENCES

Temporal experiences

FEELING VS ACTIONS

FEELING

• IT IS OK TO FEEL ANGRY
• IT IS NORMAL TO FEEL UPSET

ACTION

• IT IS NOT OK TO HIT
• IT IS NOT OK TO SHOUT AT

SOMEONE

 Home  Preschool

Environment

Nursery comfort

TUNING INTO YOUR CHILD’S EMOTION

• Help your child name his feelings
• Listen with empathy
• Validate your child's emotions
• Be mindful of your own emotion
• Look for opportunity for problem solving

• notice the emotion
• clarify with a question
• reflect the emotion
• locate emotion in the body
• empathise
• explore

• Personality factor – introvert vs extrovert
• Generally quiet, but has few friends
• Encourage social participation
• Provide added opportunity e.g. play dates

If he seems quite happy and contented with his friendship and social skills, accept him as he is. Not every child needs to be a social butterfly.

• Limited language
• Avoid social interaction – not interested in other children
• Limited play skills, especially pretend play
• School anxiety
• Concern raised by different teachers

• Adopt a growth mindset and help

your child develop one

• Attend to your praise and criticism
• n your child
• Tune into your child’s emotion
• Develop emotional intelligence

holistically