However, showing that non-academic skills are essential and educable is not enough. How can we help children develop vital cognitive abilities?
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Unfortunately, Tuff does not answer this question to my satisfaction. The book is intended to convince readers that non-academic skills are more critical to children’s school performance than academic skills. It does not say how we can help children develop these non-scientific skills.
For example, Tuff noted that the One Goal program in Chicago schools strives to instill resources, flexibility, ambition, professionalism, and integrity in its students: these values are “spread throughout the program.”
But it gives us very little detail about how schools try to teach these things. Do teachers talk about these values? Do children somehow follow them? The inquiring mind wants to know.
I’m interested in self-discipline, motivation, and how I can help my kids become self-motivated and excellent. I want to know if there are any important things I should do or teach them.
My husband Randy and I agree that many of these non-scientific skills are good. So how do we develop them? Randy thinks we can look at ancient wisdom to see how people practice virtues, and I think it has some value. But now, I want to look at the research available to understand how these qualities developed.
Of course, there are some answers in the book, but not the ones I’m looking for. This is the content.
Dealing with chronic stress
Helping children succeed begins at an early age. Tuff discusses the relationship between chronic childhood experiences of abuse (abuse, neglect, divorced or separated parents, dependent family members, etc.) and the negative consequences on adult health.
In short, the body’s response to stress is designed for short-term physical hazards, not for the chronic, non-physical stress of modern life.
When young children and infants are repeatedly exposed to chronic stress, the development of the prefrontal cortex is particularly affected, which can lead to problems with self-regulatory activities and management functions that are critical to later success.
This topic has been studied in both mice and humans – the study of mice is a classic. Whenever I read about children and stress, those mice are there. In short, there were two groups of mice: those who licked and licked more than their mothers when they were young (this helps the mice’s pimples to calm down, have less pressure, and be less anxious); A group that received less.
Attentive, caring mothers were less anxious, curious, social, less aggressive, healthier, and lived longer. It also worked in cross-breed dogs – it wasn’t just a genetic thing. It involved both biochemistry and gene expression. Breeding has led to more accessible, better offspring.
And so it is with humans. Strict, for example, identify a successful intervention program that promotes stronger bonds between mothers and children and more secure attachments, resulting in all sorts of excellent positive results – at least, It was no less stressful!
character building
How can we help develop the cognitive skills and character traits associated with success as children age?
Dives hard into positive psychology, studies how people develop and develops a list of character strengths that best predict good outcomes: self-control, perseverance, happiness, social intelligence, gratitude, optimism, and curiosity.
A successful book
Although How Kids Succeed didn’t give me all the answers I wanted, I still recommend it. Paul Tuff’s stories are interesting and revealing, and his explanations are clear for relevant research. This book is worth reading if you want to know about the factors that affect school success (stress, motivation, perseverance, and all other non-academic skills).
When young children and infants are repeatedly exposed to chronic stress, the development of the prefrontal cortex is particularly affected, which can lead to problems with self-regulatory activities and management functions that are critical to later success. Attentive, caring mothers were less anxious, curious, social, less aggressive, healthier, and lived longer.
However, showing that non-academic skills are essential and educable is not enough. How can we help children develop vital cognitive abilities? It also worked in cross-breed dogs – it wasn’t just a genetic thing. It involved both biochemistry and gene expression. Breeding has led to more accessible, better offspring.