The Secret to Raising Smart Kids Article Review Article Summary of “The secret to raising smart kids” Carol S. Dweck, A professor of Psychology at Stanford University, wrote the article “The Secret of Raising Smart Kids”, published by Scientific American Mind in 2007. The article focuses on how to properly motivate your kids to gain the perseverance to become intelligent. Parents, teachers, counselors, or anyone with any responsibility of a child’s education, can aid him or her by acknowledging their effort instead of their brilliance. The brain is like a muscle, exercising it will strengthen knowledge which leads to academic succession. One of the most inaccurate beliefs that people are unaware of is their interpretation of “smart”, …show more content…
6) discusses cognitive development during childhood, Erik Erikson (p.14) believes there are challenges a child must encounter to achieve initiative, competent, and independent growth. How much freedom to explore, learn, and the kind of support given holds significance to a child’s progression. The manner in which things are paraphrased is vital to what the child will grasp. The example provided in figure 6.5 entails of a mother teaching her child what a zebra is and how the child categorizes it into assimilation vs. accommodation. The child using assimilation, utilizes information they have acquired previously to comprehend the newfound information. Whereas, accommodation is when the new acquired data changes the previous understanding. As an adult, we provide the tools and each child will internally decide how they will retain the data. This ties into Dweck’s article “how to raise smart kids” where children will accept the knowledge taught to them, it will naturally correlate to their understanding of things. It all begins with how to properly provide children data to use as they mature. Praise for effort instead of praising for intelligence. Being praised for effort will push the child to take on challenges head-on, as opposed to being praised for intelligence, where they see a difficult problem and give up because it’s “too difficult” (Dweck, 2007). Relating to my
In Carol Dweck’s article titled, “Brainology” Dweck discusses the different mindsets that students have about intelligence. Some where taught that each person had a set amount of intelligence, while others were trained that intelligence is something they could develop and increase over time. in Dweck’s article she writes, “ It is a belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constrictive, determined reactions to setbacks” (Dweck pg. 2). Dweck is talking about a growth mind-set in which is how students perceive the growth of knowledge and that no one person is born with a certain amount of intelligence, it too can be trained and developed over time. By introducing Dweck’s ideas of a growth mind-set to students, students will enjoy learning and be less devastated by setbacks, because they know they can develop intelligence. Dweck also writes that students with a growth mind-set, “believe that intelligence is something that can be cultivated through effort and education. They
Commending students effort encourages them to challenge themselves. Some may argue that complimenting children for their intelligence has the same
First, in the magazine article “Brainology,” Carol S. Dweck asserted that the way that students learn and how well they do in school
Meaning that when children grow up with praise such as “oh you must have been so smart to get an A on that test”, instead of “you must have worked really hard on that lesson”, children could take the praise to their intelligence the wrong way and think that since they are “smart” instead of their effort on a task which will cause them problems in the future and they might want to give up and quit. I have seen this first hand and this has actually happened to me before, so I know from experience that this could have a negative effect impact on a student not just students in elementary school but also adults who are going to college or young adults who are looking for a job. In contrast, some students love to get that kind of compliment but they would always end up expecting that so when I work with children I will be complimenting them on the effort they put into everything that they do. From now on, I will be praising children on their effort and not on their
Also, in Carol Dweck’s research article “Brainology”, she states the subtitle “Transforming Students’ Motivation to Learn”. She dishes mindsets and achievement, how do students learn these mindsets, and so on… … Dweck suggests, “Many students believe that intelligence is fixed, that each person has a certain amount, and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed in intelligence they possess”. Many students believe that the challenge encountered in learning is a threat to their growth path. She put forward two different minds of the ideological study contrast, the finds showed that students studied with a growth mindset were more interested in learning and
Results of students who received praise for intelligence: The students in this category had negative results after receiving praising. When asked afterwards if they wanted to do the same level of problems or try more challenging ones, they chose the task that would allow them to look smart and do well on. Consequently, while telling a child how smart he or she is, we are sending a message to not take risks and just look the part. Afterwards, these children were given a hard task, which they performed poorly on, and they know longer liked the problems and did not want to practice them at home. Children also felt “dumb” and when given the initial task (in which they did well), they performed significantly worse. Lastly, their opinions of intelligence reflected that it was an innate capacity as though you cannot improve.
Dweck’s view contradicts Isaacson’s because Isaacson believes in intelligence being an innate quality. Dweck however, defines intelligence as how individuals continue to push and persevere despite the several setbacks they encounter. Dweck’s studies show two types of mindsets; growth and fixed. Isaacson’s article leans more towards the fixed mindset rather than to the growth, or ideal mindset. Dweck also focuses more on the process than the final result as she holds learning and hard work in higher regard than the end result.
In The article “Brainology” “Carol S Dweck, a professor of psychology at Stanford University, differentiates between having a fixed and growth mindset in addition how these mindsets have a deep effect on a student’s desire to learn. Individuals who have a fixed mindset believe they are smart without putting in effort and are afraid of obstacles, lack motivation, and their focus is to appear smart.. In contrast, students with a growth mindset learn by facing obstacles and are motivated to learn. Dwecks argues that students should develop a growth mindset.
In “The Secret To Raising Smart Kids” Carol Dweck argues that you shouldn't raise your child to believe that he or she is smart, but instead praise them for their hard work and dedication to get good grades. A child who is raised by hearing that he or she is smart all the time will only let them grow up to think that he or she is smart. They require a fixed mind-set so they will believe that they are intelligent because their knowledge and skills are present. A study that Dweck discovered performed in the 1990’s showed that 85% of parents believed that praising a child’s intelligence was important for boosting their self esteem. An example of how to raise a child is to give them room to grow on their own
In our new society we plan to make education a key foundation. From the time a child is the age 4 he/she must be in an early childhood education curriculum. Evidence has shown children who are exposed to early education at a young age excel later in life. The main curriculum from elementary school till highschool will consist of creating a multiple intelligence learning foundation. Children will not only learn Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart"), they will also include Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart"). Learning from this curiculim will allow for everyone to excel in an area that is best for them. It has been proven that many gifted children are not preforming at their highest level because they were only learning logical mathematics instead of spatial
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal Of Personality And Social Psychology, 75(1), 33-52. doi:10.1037/0022-3514.75.1.33
Cognitive development = == == == ==
During this time, the belief was that a child’s self-respect was more important so the child could succeed in life. It consisted of praising the child for being smart, talented, and allowing the child to feel good about themselves without any real effort in the task. The intend was to help them gain confidence to succeed in life. Although the result of the “self-esteem” method was not the intended one, there is now a workforce that always seeks recognition. Which brings us to Dweck’s investigation, done on several students from different ethnic groups and age were given a slight variation of praise words in for their intelligence or effort with the intent to encourage the students (pg. 4). As for the results of this research was as follows, those given a praised on their intelligence did not want to continue to learn and opted out of the challenging tasks, yet those praised for their effort seek for challenges and a learning experience. So, what does this mean for English 015? How can be we use and develop growth mindset in the
Cognition is the process involved in thinking and mental activity, such as attention, memory and problem solving. In this essay on cognitive development I will compare and contrast the theories of Piaget and Vygotsky, who were both influential in forming a more scientific approach to analyzing the cognitive development process of the child active construction of knowledge. (Flanagan 1996 P.72). I will then evaluate the usefulness of these theories in understanding a child's development.
Children’s brains can be considered sponges because it’s able to suck up a vast amount of information and store it with ease. The only dilemma that many are having is finding the best way to help them use the information they’ve gathered whether its threw spoken advice, parents’ actions or guidance or through the child’s own personal experience. There are many kids who have gained and have been able to implement their knowledge without the help of others, but there are still those few that need a bit of assistance. A parent’s guidance is very important as well, but their main objective is to nurture and take care of their kids and not teach, but certain activities such as cooking is something that parents have to teach their kids in order to survive. Whereas most parents believe that kids can learn doing other activities on their own like riding a bike or doing chores. Spoken advise doesn’t really teach a child to do something rather than it gives