Al Azhaar Tulungagung

Cultivating Creativity in the Classroom

<img alt="What Do Children Know About Climate Change?" src="https://cdn.psychologytoday.com/sites/default/files/styles/thumbnail/public/field_blog_entry_teaser_image/12495815-Kinder-ziehen-ber-Planeten-isoliert-ber-wei-em-Hintergrund--Stockfoto_1_0_0.jpg?itok=hIaRB5tv" /><br />
<span style="color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px;">Post published by </span><a href="https://www.psychologytoday.com/experts/michael-hogan-phd" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;">Michael Hogan Ph.D</a><span style="color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px;"> on Sep 21, 2012 in </span><a href="https://www.psychologytoday.com/blog/in-one-lifespan" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;">In One Lifespan</a><br />
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Charles Duell, the U.S. patent commissioner of 1899, reputedly said that everything that could be invented had been invented. The belief was clearly mistaken. Since then, the products of human inventiveness have grown exponentially. We live in creative times, ceaselessly innovating and devising novel solutions in both living and non-living systems, and all this achieved, most likely, by those taught using a <em>standard</em> educational model. But have we not arrived at a similar juncture to Duell — can we be any more creative and, if so, should <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/creativity" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at creativity">creativity</a> be cultivated in the classroom?</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Notably, while creativity is often valued in principle, it is clear that much of <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/education" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at education">education</a> is focused on standardised testing and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/memory" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at memory">memory</a> recall. In Bloom’s classic taxonomy of learning outcomes, remembering information (knowledge) is the foundation stone in his hierarchy of learning outcomes. However, higher-order learning outcomes are also desirable: beyond memory of information we should seek to cultivate comprehension, analysis, and evaluation skills — and at the top of the hierarchy Bloom places <em>synthesis</em>, which implies creativity and possibly the creation of some new knowledge or other artefact of culture. Without synthesis and the creative push to constantly create something new, cultural evolution would cease. While not all creative products result in positive evolutionary outcomes, we nevertheless depend on the creativity of people to help us survive, adapt and flourish — and yet we somehow continue to devalue mastering the teaching of creativity in schools. Even at University, where the goal is to prepare students to be independent and innovative contributors to society, creative impulses are often stifled by a continuation of the didactic approach to teaching that dominates primary and second level education.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Currently, federally mandated education programmes in the U.S., such as <em>No Child Left Behind</em>, and increased accountability in the U.K. and Irish education systems have inspired much debate around the role of creativity in education. Many involved in the debate believe that, in the push for better grades, creativity is considered to have no place in the classroom. This is the view generated as a result of endorsing the standard educational model. Perhaps implicit in this view is that the standard model <em>has</em> delivered and we will continue to be creative regardless of dedicated creativity instruction. </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
In <em>Nurturing Creativity in the Classroom</em>, Beghetto & Kaufman have collated essays from creativity experts, primarily from the U.S., who disagree with this view. Over the course of nineteen chapters, a case is made for the need to cultivate creativity and the standard model of education is questioned. The standard model is described as a <em>transmission and acquisition</em> model: knowledge (i.e., facts and procedures) is transmitted in increasingly complex chunks by teachers in a regimented and structured manner. Students are obliged to acquire, memorise, and later recall this knowledge in an examination context. It is argued by the authors, that the by-product of this model is a creativity deficit in students, who ultimately fail to reach their full potential. The essayists, realising that teachers and school administrators are under considerable pressure to conform to the policy, programme, and financial constraints of the standard education model, provide arguments to support their beliefs in support of cultivating creativity in the classroom.</div>
<div class="pt-ad pt-ads-300" id="div-gpt-ad-1404853927369-0" style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin: 0px auto; width: 300px;">
</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Nickerson (Chapter 1) provides a satirical, humorous account of how to disabuse students of a creative inclination. He recommends, for example, that teachers nurture a sense of<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/fear" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at fear">fear</a> and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/conformity" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at conformity">conformity</a> in students; that they should endorse the notion that creativity and originality are the innate assets of the few; that there is only one answer to any given question and that fun and enjoyment have no place in instruction. Nickerson further suggests that knowledge should be compartmentalised, curiosity should be discouraged and, importantly, that enthusiasm spreads like a disease, and so should be inoculated against using insult and discouragement. There is hope, then, with regular application of these 'principles', that creativity will be eradicated once and for all.    </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Many chapters, elaborating on personal journeys through the education system (Hennessey, Piirto and Richards), new areas of creativity theory, research and application (Craft, Daniels & Piechowski, Hennessey, Renzulli and De Wet and Stokes), and cross-cultural teaching experience (Craft, Stokes and Niu and Zhou) offer real-world, practical advice to teachers in overcoming the barriers to creativity. One particular barrier, addressed by Daniels & Piechowski (Chapter 15), is that some teachers do not have time to deal with the creative and unexpected in the classroom, and consequently view such traits and behaviours as challenging, and even worse, disruptive. Daniels & Piechowski, drawing upon Dabrowski's Theory of Positive Disintegration, provide tools that are used to recognise and positively modulate ‘excitable’ behaviours, which they argue, are often expressed by the gifted and talented. They suggest, for example, teaching relaxation techniques (listening to music or deep breathing) to students in order to promote control and self-monitoring. These skills could help children who might normally display their 'overexcitabilty' through excessive talking or questioning during lessons. More generally, Daniels & Piechowski argue that, if new tools and interventions are applied in a regular classroom, they could help to reduce the rate at which excitable behaviour is being misdiagnosed as hyperactivity and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/adhd" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at attention deficit">attention deficit</a> disorder, and help to channel creative behaviours into productive outputs.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Anna Craft (Chapter 14) argues for the importance of creativity, not only for the economy, but for the individual and society; an argument that has received support from successive U.K. governments. This support from the U.K. <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/politics" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at government">government</a> has provided Craft and her colleagues with the resources and space to experiment with <em>Possibility Thinking</em>, a continuously evolving creativity education programme. Fundamentally, the programme “involves posing, in many different ways, the question 'What if?' - and therefore involves the shift from 'What is this and what does it do?' to 'What can I do with this?'” (p. 293). In contrast to the American essayists, Craft, recognising the limitations of the British educational system, expresses a positive view of Government involvement in education. Despite British teachers being under considerable pressure, creativity is supported and is playing an increasingly significant role in education.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Piirto (Chapter 7), in a thoroughly enjoyable chapter, understands the importance of the scientific method, but nevertheless argues that within the creativity process certain ephemeral, enigmatic qualities, which are not necessarily empirically verifiable, can be felt. Being a creative artist herself and with over thirty years experience in the education of the gifted and talented, Piirto suggests that she has developed a deep insight into what works in the instruction of children. This insight and experience has guided the development of a set of theoretically and philosophically based tools, which Piirto argues, can be used to cultivate creativity in the classroom without having to stray from curricular requirements. Her graduates, though only through biographical accounts, have largely confirmed her claims. She recommends, for example, the use of 'thought logs', diary-like journals where students exercise creativity for ten minutes every day to promote the 'Core Attitude' of <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/self-control" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at self-discipline">self-discipline</a>. She advocates the use of <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/meditation" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at meditation">meditation</a> and field trips to encourage self-discovery. To cultivate <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/sensation-seeking" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at risk-taking">risk-taking</a>, she proposes the intriguing exercise, 'The Princess and the Pea'. Students write down five acts which constitute personal risk-taking upon which they vow to act. This paper is then folded into a 'pea' and placed on the person (in one's shoe or bra) as a constant reminder to take those avowed risks.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
While the majority of chapters are excellently written, there are some which are poorly argued. Plucker and Dow detail an elective course they have developed at Indiana State University aimed at debunking the schemata which reinforce the myths surrounding creativity. The course takes place in two modules: the first, to disabuse students of the myths around creativity; the second, to provide students with creativity training and resources with which to be creative. Unfortunately, the authors do little to convince the reader that the course is successful or of any great value. For example, they administer a precourse and postcourse questionnaire asking students to define creativity. Interestingly, following the course, very few students believed that originality, self expression,<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/intelligence" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at intelligence">intelligence</a>, art and writing, <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/happiness" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at happiness">happiness</a>, creation, and imagination were definitive properties of creativity. Regardless, and having tested the course only once on a small sample of students (<em>N</em> = 77), Plucker and Dow plead for a 'very patient funder' in the hope that they can roll this course out in the U.S., China and South Korea.  </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
A major problem with the book is that there is no evidence of <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/teamwork" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at collaboration">collaboration</a> between the authors. For instance, there are many different definitions of creativity presented throughout the book, with Runco defining it as 'judicious freedom of thought' (p. 247), Stokes describing it as the 'new and appropriate, generative and influential' (p. 88), and Craft defining it as 'imaginative activity fashioned so as to produce outcomes that are original and of value’ (p. 300). More generally, there are an overwhelming array of divergent frameworks and models presented, all of which possibly reflects a larger problem in the field of creativity studies — 'creativity' is a nebulous concept and this poses a fundamental problem for creativity education. Arguably, creativity must be defined by its constituent parts (e.g. <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/motivation" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at motivation">motivation</a>, autonomy, intelligence, skills and knowledge,<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/personality" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at personality">personality</a> factors, risk-taking etc) and only then can it be operationalised, contextualised, measured, and possibly taught in educational settings and beyond. However, the creative act may be more than the sum of its constituent parts or characteristic predispositions and preconditions, and not only does this result in inevitable variations in how creativity is defined, but also in how it is measured and taught. <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/empathy" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at Understanding">Understanding</a> what is core and common within this variation may be an impossible task, particularly if we seek to grant creativity researchers and teachers their own creativity in approaching their research and teaching in the classroom.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
It should also be noted that debate in relation to the value of creativity in education has been ongoing for close to a century, with Dewey arguing as early as 1916 for the importance of keeping a creative attitude alive in children (Dewey, 1916). What appears to be needed now is not necessarily systemic change — however appealing - but a broader consensus definition of creativity and more applied research, focused on the benefits of actionable methods by which teachers can introduce and nurture creativity in the classroom. For example, recent research (Putwain, Kearsley, & Symes, 2012) has shown that creative self-belief is positively related to intrinsic motivation. Additionally, Corpus, McClintic-Gilbert, & Hayenga (2009) have demonstrated that intrinsic motivation improves academic achievement and that both motivation and achievement influence one another in a positive and reciprocal manner. This leads one to believe that, a curriculum which nurtures creative self-belief and cultivates intrinsic motivation in students may result in higher academic achievement. Furthermore, training programs such as the Creativity Problem-Solving Program and the Purdue Creative Thinking Program have been shown to increase creativity scores (Torrance, 1972; Feldhusen et al., 1970), and one more recent study, using the New Directions in Creativity training program, has again produced similar findings (Fleith, Renzulli, & Westberg, 2002).</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
We are standing at a defining moment where, on one hand, we have a system in which imagination and invention are undervalued and presumably lie dormant, yet creativity and the products of our inventiveness continue to flourish. On the other hand, we have a new vision, itself a creative product of a new, emerging science of creativity that strives to reflect, recognise and cultivate human potential, possibly delivering even greater rewards. So, the choice then is, between comfort and upset, between the status quo and a willingness to make mistakes, between the fear of change and courage in the face of change, and between a closed mind and a mind open to new ideas.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Charles Holland Duell reputedly called time on invention, yet inventors ignored him, opened their minds, and were courageous enough to continue inventing. They were willing to make mistakes. It is Duell, and not the inventors, that has faced ridicule ever since. At present, in some sectors, the education system seems to be calling time on creativity. Are we to suffer a fate similar to Duell or will future generations praise us for our bravery, our open mindedness and our willingness to err, as we seek to invent new and innovative ways to educate our children? If we are to make mistakes along our path to a new solution, the consequences of which are ultimately enhanced well-being and progress for both the individual and society, would they not be mistakes worth making?</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
      Connect with <a class="ext" href="http://facebook.com/cormac114" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Cormac Ryan<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a>, <a class="ext" href="http://inaweofwonder.wordpress.com/" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Mark James<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a>, and <a class="ext" href="https://twitter.com/michaelhogannui" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Michael Hogan<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
References</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Beghetto, R.A. & Kaufman, J.C. (2010).  <em>Cultivating Creativity in the Classroom</em>.  Cambridge University Press, UK</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. <em>Contemporary Educational Psychology</em>, <em>34</em>(2), 154–166. doi:10.1016/j.cedpsych.2009.01.001</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Dewey, J (1916). <em>Democracy and Education</em>. New York: MacMillan.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Feldhusen, J. F., Treffinger, D. J.,& Bahlke, S. J. (1970). Developing creative thinking: The Purdue creativity program. <em>Journal of Creative Behavior, 4, </em>85–90.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Fleith, D. de S., Renzulli, J. S., & Westberg, K. L. (2002). Effects of a Creativity Training Program on Divergent Thinking Abilities and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/identity" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at Self-Concept">Self-Concept</a> in Monolingual and Bilingual Classrooms. <em>Creativity Research Journal</em>, <em>14</em>(3-4), 373–386. doi:10.1207/S15326934CRJ1434_8</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Putwain, D. W., Kearsley, R., & Symes, W. (2012). Do creativity self-beliefs predict literacy achievement and motivation? <em>Learning and Individual Differences</em>, <em>22</em>(3), 370–374. doi:10.1016/j.lindif.2011.12.001</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Torrance, E.P. (1972). Can we teach children to think creatively. <em>Journal of Creative Behaviour, 6, </em>114-143.</div>

Cultivating Creativity in the Classroom

Post published by Michael Hogan Ph.D on Sep 21, 2012 in In One Lifespan Charles Duell, the U.S. patent commissioner of 1899, reputedly...

Baca selengkapnya »

08.18

Raising Happily Productive Kids in Every Kind of Family

<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<img alt="Creative Commons" src="https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/dad%20and%20girl%20from%20back.jpg?itok=ZjZTKTSh" /></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<span style="color: #999999; font-size: 12.960000038147px; line-height: 24px;">Post published by </span><a href="https://www.psychologytoday.com/experts/dona-matthews-phd" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #999999; font-size: 12.960000038147px; line-height: 24px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;">Dona Matthews Ph.D.</a><span style="color: #999999; font-size: 12.960000038147px; line-height: 24px;"> on May 29, 2015 in </span><a href="https://www.psychologytoday.com/blog/going-beyond-intelligence" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #999999; font-size: 12.960000038147px; line-height: 24px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;">Going Beyond Intelligence</a></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Alternative family compositions bring unique challenges. Families going through <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/divorce" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at divorce">divorce</a> are in a vulnerable and potentially volatile restructuring process. Single parents usually have fewer resources to help them through times of trouble. Gay parents can experience<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/bias" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at prejudice">prejudice</a> and criticism, and so can their kids. Adoption brings its own set of challenges. Raising kids across more than one culture or <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/religion" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at religion">religion</a> can be dicey. But lots of traditional families experience problems too. Abuse happens in every kind of family, as do <a class="inline-links topic-link" href="https://www.psychologytoday.com/conditions/alcohol-abuse" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at alcoholism">alcoholism</a>, mental illness, and economic pressures.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Family composition is less important to children’s long-term development than kindness, boundary-setting, and meaningful learning opportunities. A single mother or two gay fathers can provide everything a child needs to become a happily productive adult. Such parents need to find sources of emotional and social support, but so does every other parent, no matter the situation.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
I’ll briefly describe some current research on three non-traditional family groupings. Then I’ll outline the ten basic rules for raising happily productive kids, rules that apply to all parents in all kinds of families.</div>
<div class="pt-ad pt-ads-300" id="div-gpt-ad-1404853927369-0" style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin: 0px auto; width: 300px;">
</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<strong>Divorce and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/child-development" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at child development">child development</a></strong></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
As with other changes in a family’s structure, there are many possible effects of divorce on every aspect of a child's development. Kids can become depressed, <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/suicide" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at suicidal">suicidal</a>, or angry. They can become antisocial or excessively social. They can become mistrustful of close relationships, or hypersexual. Their grades might plummet, or the child might throw himself into schoolwork to the exclusion of everything else. Kids can develop <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/eating-disorders" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at eating disorders">eating disorders</a> or any number of other psychological problems.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
None of these effects is inevitable. In fact, the preponderance of current research shows that most children are beginning to function reasonably well within two years after their parents' divorce. How the parents handle the divorce makes a big difference in how well children get through it, very much including the support the children get in navigating the inevitable period of disruption.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Divorce can actually bring benefits to children, especially those whose pre-divorce experience included <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/fear" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at fear">fear</a>, chaos, unpredictability, or abuse. Children can begin to thrive when one or both parents create home environments that are calmer and more dependable. Children who feel loved and supported through the divorce process and whose parents negotiate custody amicably can become more competent and capable. When one or both parents move on to create fulfilling lives for themselves, divorce can help children learn about coping with changes and setbacks in their own lives.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<strong>Single-parent families</strong></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
It’s normal for single parents to experience a sense of overload at least some of the time. They struggle to find enough time, energy, and money to do everything that needs doing. Regardless of the financial situation, it can feel overwhelming when there’s no other adult with whom to share the joys and worries of <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/parenting" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at parenting">parenting</a>, as well as the daily tasks of life—shopping, cooking, reading bedtime stories, cleaning, taking kids to appointments, and all the rest of it.  </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Single parents do best when they develop networks of social support. Friends and relatives who care about the children can ease the burden, as well as providing alternative role models and adult confidants for the children.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Single parents need to pay attention to their own physical, intellectual, and social needs if they’re to do the best possible job with their kids. This is no more or less true for single parents than others, but it can be harder to make it happen when there’s just one adult trying to handle all the tasks of the household.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<strong>Same-<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/sex" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at sex">sex</a> parenting</strong></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Same-sex parenting has been controversial for some time, but as the research accumulates, it becomes increasingly clear that gay couples can raise kids just as well as other couples. Researchers at Columbia Law School have launched a project that pulls together all the peer-reviewed studies in this area. They’ve concluded that, in general, kids with gay parents do just as well as others.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Depending on where they live, the children of same-sex parents can experience social pressures that other kids don’t. They can be subject to <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/bullying" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at bullying">bullying</a> and prejudice similar to that experienced by mixed-<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/race-and-ethnicity" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at race">race</a> families in previous years (and in some communities still). There is an additional stressor placed on same-sex parents to ensure their kids feel safe, confident, and well-informed, but at the end of the day, the same factors that apply in situations of divorce, single parenting, and adoption apply in families where there are two parents of the same sex: <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/relationships" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at love">love</a>, support, and guidance make a much bigger difference than who’s doing the parenting.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<strong>Raising Happily Productive Kids:</strong></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<strong>Ten Basic Rules that Apply in Every Kind of Family</strong></div>
<ol style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin: 0px 0px 24px 38px; padding: 0px;">
<li style="margin: 0px 0px 12px;"><strong>Practice loving attunement.</strong> Parents in non-traditional circumstances who realize the power of being present to their kids—patient, loving, engaged—are well on their way to overcoming any obstacles their family structure might entail. As frequently as you can through the day, make time to listen to your children, with love.</li>
<li style="margin: 0px 0px 12px;"><strong>Set and enforce dependable rules.</strong> Kids need reliable boundaries in order to feel safe. This is particularly important in alternative family situations where social and cultural norms don’t apply, and parents are tempted to break the rules in order to compensate for extra challenges they feel they’re imposing on their kids.  </li>
<li style="margin: 0px 0px 12px;"><strong>Play. </strong>Free play nourishes children’s curiosity, self-awareness, and imagination. It also strengthens <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/self-control" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at self-regulation">self-regulation</a>, autonomy, <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/decision-making" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at decision-making">decision-making</a>, conflict resolution, and<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/friends" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at friendship">friendship</a> skills.</li>
<li style="margin: 0px 0px 12px;"><strong>Hug a tree.</strong> Spending time in <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/environment" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at nature">nature</a>—even urban nature—reduces <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/stress" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at stress">stress</a>, increases <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/optimism" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at optimism">optimism</a>, improves <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/health" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at health">health</a>, stimulates the senses, frees the spirit, and enhances <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/creativity" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at creativity">creativity</a>. It also improves attention and focus, thereby increasing academic and other kinds of achievement.</li>
<li style="margin: 0px 0px 12px;"><strong>Discover enthusiasms.</strong> Help your kids engage in exploration and discovery activities in as many different areas as possible. Support them in developing their curiosities into passions.</li>
<li style="margin: 0px 0px 12px;"><strong>Daydream.</strong> The restful <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/neuroscience" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at neural">neural</a> processing that occurs in daydreaming is essential to self-discovery and self-actualization. Busy kids need downtime in order to replenish their spirits and find their creative wellspring.</li>
<li style="margin: 0px 0px 12px;"><strong>Breathe.</strong> Mindful breathing helps kids manage stress, <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/sleep" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at sleep">sleep</a> soundly, and focus their attention. Mindful breathing helps them concentrate on tests and exams, and cope with challenging situations.  </li>
<li style="margin: 0px 0px 12px;"><strong>Welcome setbacks</strong>. Teach your kids the importance of hard work, persistence, and patience. A growth mindset—welcoming setbacks as learning opportunities—leads to well-being and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/productivity" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at productivity">productivity</a> in every area of life.</li>
<li style="margin: 0px 0px 12px;"><strong>Turn it off! </strong> Most kids are spending way too much time on electronic devices. By limiting screen time, you’ll free up time for outdoor exploration, unstructured play, daydreaming, and self-discovery.</li>
<li style="margin: 0px 0px 12px;"><strong>Be <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/gratitude" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at grateful">grateful</a>.</strong> People who actively appreciate what’s good in their lives feel better, happier, more energetic, more optimistic, and are more empathetic than those who feel entitled.  </li>
</ol>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
These ten parenting practices can help your children thrive, no matter your family structure. Temperament and other <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/personality" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at personality">personality</a> factors can also contribute to how well an individual child manages alternative parenting situations. Those with growth mindsets and positive attitudes to problem-solving do better at coping than those with fixed mindsets or dependent personalities. And those who seek and receive social support are more<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/resilience" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at resilient">resilient</a> than those who feel they can sort out their own problems.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
If you follow these ten basic rules, you’re supporting your kids in making happily productive lives for themselves, both now and in the future.</div>

Raising Happily Productive Kids in Every Kind of Family

Post published by Dona Matthews Ph.D. on May 29, 2015 in Going Beyond Intelligence Alternative family compositions bring unique chal...

Baca selengkapnya »

08.07

Do Smartphones Give A Head Start In Life?

<span style="color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px;">Post published by </span><a href="https://www.psychologytoday.com/experts/susan-greenfield-phd" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;">Susan Greenfield Ph.D.</a><span style="color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px;"> on Jun 01, 2015 in </span><a href="https://www.psychologytoday.com/blog/mind-change" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;">Mind Change</a><br />
<br />
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<img alt="Do Smartphones Give A Head Start In Life?" src="https://cdn.psychologytoday.com/sites/default/files/styles/thumbnail/public/field_blog_entry_teaser_image/_DSC2771_1_0_0_0.jpg?itok=KAFFM8od" /></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
A new study made headlines last month after it found that babies as young as six months old are using smartphones and other mobile devices.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">1</span> The research, presented at the Pediatric Academic Societies annual meeting, also showed that over a third of infants under age one have used smartphones or tablets and, by age two, almost all children have. By one year of age, 14% of children were spending at least one hour per day using mobile media.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Given that mobile devices have become so ubiquitous, and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/parenting" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at parents">parents</a> are more time-poor then ever, it is not surprising that infants as young as six months are now accessing the screen. However, these findings are contradictory to the American Academy of Pediatrics (AAP) recommendation that discourages <em>any</em> screen time for children under age two. The AAP recommendations are based off research that shows that there is no benefit from traditional screen time, such as television or DVDs, for infants under two, and there is the potential for harm.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">2</span></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
But smartphones and other mobile devices are interactive: does that mean they might provide benefits for infants that passive screen watching can’t? There is currently no evidence either way. What we do know is that in the first two years of life, the human <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/neuroscience" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at brain">brain</a>undergoes an explosion in growth unlike no other. It is a critical period of development, a brief window in time, during which an infant’s brain is profoundly shaped by their interactions with the world.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
While the research is in the pipeline investigating infants and mobile devices, pediatric experts have weighed on how the use of smartphones and other mobile devices might impact infants.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">3</span> As with all technology, the likely benefits and risks to the user depend on how the device is being used, as well as how often. Smartphones and mobile devices can enable communication, entertainment and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/education" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at education">education</a>: here is what we do know.</div>
<div class="pt-ad pt-ads-300" id="div-gpt-ad-1404853927369-0" style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin: 0px auto; width: 300px;">
</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
When it comes to communication, the use of smartphones and other mobile devices to connect with long-distance or otherwise unreachable family members, through voice or video calls, is inarguably a positive feature. The study showed that 59% of infants had called someone (we assume intentionally).<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">3</span> While mobile technologies allow us to connect with loved ones, <a href="https://www.psychologytoday.com/blog/mind-change/201501/say-my-face" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;">they shouldn’t replace an infant’s exposure to face-to-face communication.</a></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
As for education, comparably, 41% of infants had used apps.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">3</span> Although some apps targeted towards children are <a class="ext" href="https://itunes.apple.com/au/app/animal-baby-shave-pet-hair/id753786884?mt=8" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">simply weird<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a>, many on face value appear to be educational, such as building literacy and numeracy skills. Experts do not verify these claims, meaning it is up to parents to determine which educational apps might be useful. Can infants learn effectively from educational apps? Not only do we need more research, we also need to investigate whether learning from educational apps are superior, comparable, or inferior to learning from an adult, or other real-world experiences. For example, research with 5-6 year olds has shown that reading an e-book improved literacy more than reading a traditional book, but only when the e-book was read with an adult.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">4</span></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Pediatric experts propose that smartphones and their slick design, and apps with visual and audio effects could engage infants with educational content above and beyond what traditional real world tools can, but they could also distract them from learning. As such, apps targeted towards young children need to strike a balance between engagement and distraction to effectively facilitate learning.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">3</span></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Perhaps the most obvious reason for giving your infant a smartphone would be to amuse them. Most parents let infants play with mobile media while running errands (60%), doing chores around the house (73%), to calm the child (65%), and to put the child to <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/sleep" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at sleep">sleep</a>(29%).<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">1</span> Experts are concerned about the impact that mobile devices as distractors from boredom or frustration or soothers from distress (or “shut-up toys”) might have on a young child’s ability to regulate their own emotions.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">3</span> While smartphones might be helpful in calming down or distracting a child in the short term, pediatric experts are concerned that if they are used regularly, a child who is still developing their ability to regulate their own emotions could suffer.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">3</span></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Infants also are using video games on mobile devices for entertainment. The research revealed that 38% of infants used mobile devices to play video games, an increasingly popular pastime amongst all age demographics.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">1</span> While video games have been shown to improve various aspects of attention and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/memory" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at memory">memory</a>, it remains to be seen whether this benefit confers to infants. However, we can safely assume that if video games are able to modify attention and memory in the fully developed brains of adults, then their introduction at such a critical time of brain development is likely to be even more profound. But will it be positive? Parents also need to carefully monitor content, as aggression has been linked to violent video games.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Furthermore, it is important to consider that even if playing video games benefit young children, time spent playing video games displaces from playing from traditional toys or interactions with adults. This is the case for all aspects of a mobile device—although it may be flashier, brighter, and louder than any traditional toy, it is not necessarily superior. Pediatric experts point out that vital skills such as <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/empathy" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at empathy">empathy</a>, social skills, and problem-solving develop as the child explores the natural world, interacting with humans, and relying on their own initiative and <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/creativity" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at creativity">creativity</a>- all of which a smartphone limits.<span style="font-size: 12px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">3</span> After all, the cardboard box that the device came in leaves far more to a child’s imagination than an app can offer.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
References</div>
<ol style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin: 0px 0px 24px 38px; padding: 0px;">
<li style="margin: 0px 0px 12px;"><a class="ext" href="http://www.abstracts2view.com/pas/view.php?nu=PAS15L1_1165.3" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">http://www.abstracts2view.com/pas/view.php?nu=PAS15L1_1165.3<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></li>
<li style="margin: 0px 0px 12px;">Christakis, D. A. (2009). The effects of infant media usage: what do we know and what should we learn?. Acta Paediatrica, 98(1), 8-16.</li>
<li style="margin: 0px 0px 12px;">Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: the good, the bad, and the unknown. Pediatrics, 135(1), 1-3.</li>
<li style="margin: 0px 0px 12px;">Korat, O., & Shamir, A. Electronic books versus adult readers: Effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248–259. doi:10.1111/j.1365- 2729.2006.00213.x</li>
</ol>

Do Smartphones Give A Head Start In Life?

Post published by Susan Greenfield Ph.D. on Jun 01, 2015 in Mind Change A new study made headlines last month after it found that ba...

Baca selengkapnya »

08.03

The 7 Secrets of a Happy Brain

<img alt="http://jillhandrews.com/blog/" src="https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/flowers%20w_%20limbic%20system%20jpg.jpg?itok=GSe7s5iE" /><br />
<span style="color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px;">Post published by </span><a href="https://www.psychologytoday.com/experts/patty-ogrady-phd" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;">Patty O'Grady Ph.D.</a><span style="color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px;"> on Apr 06, 2015 in </span><a href="https://www.psychologytoday.com/blog/positive-psychology-in-the-classroom" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #999999; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 12.960000038147px; line-height: 24px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;">Positive Psychology in the Classroom</a><br />
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<strong><em>I like my student's brain on happy and so will you</em>.</strong> </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<a class="ext" href="http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Joy-in-School.aspx" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Positive experiences<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a> change the brain by making happy connections between the thinking brain and the feeling brain. The more happy connections that survive and thrive... the more learning occurs.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<a class="ext" href="http://developingchild.harvard.edu/key_concepts/brain_architecture/" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Brain connections<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a> hyperlink what we know, what we understand, what we feel, and what we actually do in the  world.</div>
<div class="pt-ad pt-ads-300" id="div-gpt-ad-1404853927369-0" style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin: 0px auto; width: 300px;">
</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Brain-based <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/happiness" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at happiness">happiness</a> is not about <em>thinking </em>positivity<em>—</em>it is about <em>feeling</em> positivity.  </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Positivity nurtures an intrinsic <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/motivation" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at motivation">motivation</a> to improve self, hellp others, regulate <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/stress" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at stress">stress</a>, and balance demands. The positivity effect enables us to reorient ourselves to another' s point of view and consider all options. Feelings of closed-minded opposition are supplanted with open-minded consideration. Feelings beget mindset.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<a class="ext" href="http://www.positivityratio.com/" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Carol Dwek<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a> describes the ideal positivity ratio (take the <a class="ext" href="http://www.positivityratio.com/single.php" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">self-test<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a>) as 3-1 positive to negative feelings that create an open-minded <a class="ext" href="http://mindsetonline.com/" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">mindset<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a>. Affective positivity enables the brain to grow into a healthy mind that is open to new ideas and solutions. </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Cogntive learning theory proposes that thought predicts action while <a class="ext" href="http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at7lk7.htm" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">affective learning<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a>theory proposes that feeling predicts thought. <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/positive-psychology" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at Positive psychology">Positive psychology</a> educators, aligned with affective learning, propose that lessons teach and vest emotions, that teachers model and process emotions, and that students express and manage emotions.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
The challenge—as in all things educational in this behaviorly static '<a class="ext" href="http://dianeravitch.net/" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">reform<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a>' era of<a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/education" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at education">education</a>—is <strong>not</strong> to simply recall the 7 happy brain secrets on a test. Rather, the challenge is to practice them daily until the 7 happy brain activities become part of the student's daily muscle or <a class="ext" href="http://www.ncbi.nlm.nih.gov/books/NBK10940/" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">procedural memory<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a>.  </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
The 7 secrets of the happy brain assure that the potency of the learning brain is unlocked. At the <a class="ext" href="http://www.learningandthebrain.com/Event-240/Teaching-Self-Aware-Minds/Program" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Learning and Brain Conference<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a> in San Francisco last year (February 2014), I presented these 7 secrets of the happy brain for educators.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
<strong>THE SEVEN SECRETS</strong></div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
1.<strong> </strong><strong><a class="ext" href="http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?pagewanted=all&_r=0" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Prioritize emotions<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></strong>. At every opportunity across every subject discuss, explore, model, and acknowledge feelings. The brain needs advanced education in emotional learning and competency because emotions are the 'back to basics' neurology response, filter, and activator of all knowledge, <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/empathy" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at understanding">understanding</a>, and applied skills.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
2. <strong><a class="ext" href="http://www.emotionalcompetency.com/strengths.htm" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Engage strengths<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></strong>. At every opportunity across every subject observe, coach, balance, coordinate, encourage, insist, and embolden positive emotional strengths because emotional strength is just another descriptor of <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/emotional-intelligence" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at emotional intelligence">emotional intelligence</a>. The brain is dependent on exquisite emotional synchroncity to reach potency.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
3. <strong><a class="ext" href="https://www.ted.com/talks/raghava_kk_what_s_your_200_year_plan" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Envision possibilities<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></strong>. At every opportunity across every subject teach students to construct and deconstruct experience to avoid affective dissonance. The brain is hard-wired for optimsim so teach students how to use their brains to spin straw into gold. </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
4. <strong><a class="ext" href="http://www.huffingtonpost.com/2013/10/17/how-tiny-joyful-moments-c_n_4108363.html" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Activate positive memory<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></strong>. At every opportunity across every subject engender the positive emotions associated with prior positive experience. The brain is a resevoir of positive emotional experience that can be siphoned to reinvigorate learning as needed.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
5. <strong><a class="ext" href="http://well.blogs.nytimes.com/2015/01/19/writing-your-way-to-happiness/" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Encourage positive self-narrative<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></strong>. At every opportunity across every subject help students influence or change a student's self-narrative from failure avoiding or failure accepting to a success expecting. The brain is a narrative brain and the stories it tells itself anticipate and predict outcome. </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
6. <strong><a class="ext" href="http://parenting.blogs.nytimes.com/2009/11/05/helping-our-children-with-stress/" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Discourage fear<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></strong>. At every opporunity across every subject teach students to relax and feel emotionally safe because <a class="inline-links topic-link" href="https://www.psychologytoday.com/basics/fear" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-bottom-color: rgb(153, 153, 153); border-bottom-style: dashed; border-bottom-width: 1px; color: black; padding-bottom: 2px; text-decoration: none; transition: color 0.2s; word-wrap: break-word;" title="Psychology Today looks at fear">fear</a> is at the root of emotional, social, and academic failure. The brain seizes in fear and inhibits new learning because, while fear may force extrinsic compliance, it cannot move the positive emotions that inspire intrinsic motivation.</div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
7. <strong><a class="ext" href="https://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow" style="-webkit-transition: color 0.2s; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; transition: color 0.2s; word-wrap: break-word;" target="_blank">Create flow<span class="ext" style="background-attachment: initial; background-clip: initial; background-image: url(https://cdn.psychologytoday.com/sites/all/modules/contrib/extlink/extlink_s.png); background-origin: initial; background-position: 2px 50%; background-repeat: no-repeat; background-size: initial; height: 10px; padding-right: 12px; text-decoration: none; width: 10px;"><span class="element-invisible" style="clip: rect(1px 1px 1px 1px); height: 1px; overflow: hidden; position: absolute !important;">(link is external)</span></span></a></strong>. At every opportunity across every subject spark innate curiosity and don't interrupt the pursuit of it. The brain is an avid and self-interested learner when new connections are stimulated to grow and flow and obsolete connections discarded. </div>
<div style="font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-bottom: 24px;">
Now you know how to turn on the happy and make your brain's day!</div>
<blockquote style="border-left-color: rgb(238, 238, 238); border-left-style: solid; border-left-width: 5px; font-family: Arial, Helvetica, 'DejaVu Sans', sans-serif; font-size: 16px; line-height: 26px; margin-left: 27px; padding-left: 17px;">
<div style="margin-bottom: 24px;">
<strong>Quote of the Day</strong>: <em>It is the most wondrous thing discovered in the universe, and it is us</em>. David Engelman, Incognito: The Secrets of the Brain</div>
</blockquote>

The 7 Secrets of a Happy Brain

Post published by Patty O'Grady Ph.D. on Apr 06, 2015 in Positive Psychology in the Classroom I like my student's brain on hap...

Baca selengkapnya »

07.58

Al Azhaar Tulungagung

Cultivating Creativity in the Classroom

Raising Happily Productive Kids in Every Kind of Family

Do Smartphones Give A Head Start In Life?

The 7 Secrets of a Happy Brain

Entri Populer

Arsip Blog