Archive for September, 2013

September 1, 2013

Seeing Beyond the Distraction of IQ

rsz a_boy_a_girl_and_a_bookIn our work with families and schools, we’ve noticed that people sometimes confuse encouraging the development of children’s real-world intelligence—that is, raising smarter kids—and raising their IQs. It’s a distinction worth noting. Here’s why.

Intelligence is so much more than a score on a test. Secrets for raising smarter kids include keeping the emphasis on thinking, learning, challenging, creating, finding balance, playing, working hard, collaborating, persevering, and becoming wise. Boosting a child’s real-world intelligence may boost his intelligence test score, but not necessarily. And vice versa.

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September 1, 2013

How Comforting Kids When They Fail Can Rob Them of Motivation to Learn, by Luc Kumps

thinkingTeachers’ attitudes can have a powerful effect on kids’ motivation. Comforting students when they don’t do well can rob them of their motivation to learn, reduce their likelihood of taking on challenging courses, and lock them into low achievement.

If you believe talent is something a person is born with, or not, you’re more likely than others to give up when faced with difficulties. You’ll think that setbacks indicate the limits of your ability. People who think this way—sometimes called having a ‘fixed mindset’– avoid investing a lot of effort in a task, since effort exposes their lack of natural ability.

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September 1, 2013

Music and Intelligence: Nothing Activates More of the Brain than Music

boy playing pianoAlthough wild claims about ‘The Mozart Effect’ have been debunked, it’s true that music education—when it’s done right—can foster the development of intelligence. 

Scientists and intelligent consumers are justifiably sceptical of claims that music increases children’s intelligence. ‘The Mozart Effect’—claims that listening to certain kinds of music, such as Mozart’s sonatas, made children smarter— became wildly successful several years ago, and then was roundly refuted. Listening to Mozart’s sonatas was shown to have very short-term effects (15 minutes) on one form of intelligence (spatial reasoning), and not to improve children’s intelligence in any useful or practical way.

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September 1, 2013

Boredom and Frustration Help Kids Learn

child buildingKids do better when they have to work hard, and get to experience working through challenges on their own, or with minimal help. Boredom and frustration (in balance!) can be good.

In this article, entitled ‘Raising Successful Children,’ Madeline Levine makes the point that parents should not do for kids what kids can do (or almost do) for themselves.  She also makes the point that it’s important to kids’ eventual well-being and success in all that matters (careers, relationships, health, etc.) that their parents are living lives that they (the parents) find interesting: ‘One of the most important things we do for our children is to present them with a version of adult life that is appealing and worth striving for.’

http://www.nytimes.com/2012/08/05/opinion/sunday/raising-successful-children.html?pagewanted=1&_r=1&ref=general&src=me

September 1, 2013

Are Some Kids Born Smart? Or Do They Become Smart?

???????????????????????????????????????????????????????????????????????????Are some kids born smart? Or do they become smart? Is there anything parents and teachers can do to help kids become more intelligent or use their intelligence more productively?

Carol Dweck’s work on mindsets is part of a transformation in progress concerning how people understand giftedness, and how gifted education is delivered. In this article published in the Growth Mindset Blog, we think about some of the myths that are being challenged by recent findings on mindsets and intelligence:

http://community.mindsetworks.com/blog-page/home-blogs/entry/mindsets-and-gifted-education-transformation-in-progress#.UL_PV4ExB5s.facebook

September 1, 2013

Reassurance, Coping Skills, Action, and Resilience: How to Handle Tragedy with Kids

mother comforting sonAll children have worries. But worries can intensify when they hear alarming radio and television broadcasts, and adults talking or—worse—whispering about random shootings, floods, evacuations, and other frightening events. Children can find it difficult to put their own apprehension into words, get past a sense of isolation, or calm the feeling that the world is out of control—especially if adults exclude them from conversations about what matters.

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