My Thoughts on Growth Mindset

This is the first time I have heard about Carol Dweck and her growth mindset, but similar methods have been mentioned in my teacher preparation classes. Her points do make sense, but I disagree with where the emphasis on the development of a growth mindset is placed. I do not think that obtaining and maintaining a growth mindset is the responsibility of children. Instead of relying on a child to desire constant learning or progress, it is the duty of parents and teachers to cultivate an atmosphere in which children feel supported in a constant state of learning. It is a small shift in wording, but I think it's an important distinction. While Carol Dweck's videos focused on the mental outlook and performance of the children, I think we should focus on how adults help foster this desired mental state. Without giving parents and teachers a concrete way to instill a growth mindset in students, there is a danger of simply labelling students as having a growth or fixed mindset and not helping them obtain and maintain a growth mindset.

The above graphic which I found on this blog perfectly sums up my worries about Carol Dweck's beliefs. While instilling a growth mindset is important, we as parents and educators first need to establish an environment in which a growth mindset can thrive. One method for creating such an environment can be derived from Lev Vygotsky's Sociocultural Theory. If you want to read about his overall theory, I'd suggest starting here; I'm going to jump to an explanation of Vygotsky's Zone of Proximal Development and how teachers and parents can utilize it to encourage the continued use of a growth mindset in their children. The Zone of Proximal Development is simply a bridge between what students know and can accomplish on their own and what students do not know yet. It is an area of learning in which a mentor (usually a parent, teacher, or more knowledgable peer) is with the student while they work on something that is just outside of their ability to complete independently. The mentor does not interfere with the student's progress, but instead helps the student in small ways until the student completes the task. This environment of guaranteed yet moderate assistance ensures the student that the goal is not perfection at this moment, but mastery over time. It instills confidence in the student that if they are truly unable to continue, someone will be there to gently nudge them back on the path towards completion of their task. I believe that guided methods like this are the only way to ensure that children not only gain a growth mindset, but continue to develop it until adulthood.