Growth Mindset vs Fixed Mindset
Supporting the development of social skills in toddlers and preschoolers is crucial for their overall growth. These early years provide an opportunity for children to form the foundation of their interpersonal skills, including communication, empathy, and problem-solving abilities. A key factor that influences this development is a child’s mindset, which can be shaped by their environment and interactions with adults. Understanding the difference between a growth mindset and a fixed mindset and fostering the former can significantly impact a child’s social and emotional development.
Difference Between Growth Mindset and Fixed Mindset
A mindset is a belief system that shapes how we interpret and respond to challenges and successes. As Carol Dweck (2016), a leading researcher in this field, explains, “Mindsets are the beliefs that people hold about their most basic qualities such as intelligence, talents, and personality.” (Cited at Boylan, F. et al, 2018 p.16) A “growth mindset” is the belief that abilities and intelligence can be developed through dedication and hard work. Children with a growth mindset view challenges as opportunities to grow. When they encounter difficulties in social situations, such as disagreements with peers, they tend to look for solutions, learn from their mistakes, and try again. These children are more likely to persist in learning new social skills, such as sharing, taking turns, and understanding others’ perspectives. In contrast, a ‘fixed mindset’ is the belief that abilities are static and cannot change. Children with a fixed mindset might believe they are either “good” or “bad” at making friends, and that no amount of effort can change this. These children may avoid social situations where they feel they might fail or be judged, leading to fewer opportunities to develop and refine their social skills.
Benefits of a Growth Mindset
Adopting a growth mindset has numerous benefits for toddlers and preschoolers, especially when it comes to developing social skills. One of the most significant advantages is the development of “resilience”. When children believe that they can improve their abilities through effort, they are more likely to persist in difficult social situations. Whether it’s resolving conflicts with peers or navigating group activities, children with a growth mindset are better equipped to handle challenges. Another benefit is the development of “empathy” and “collaboration”. Children with a growth mindset are more open to the idea that others, like themselves, are also capable of growth and change. This fosters an environment where they are more willing to listen, cooperate, and support their peers. For instance, a child who understands that another child is still learning how to share might be more patient and offer guidance, rather than reacting negatively. A growth mindset also enhances “problem-solving skills”. In social settings, children with a growth mindset are more likely to approach conflicts or misunderstandings with a willingness to find solutions. They don’t see mistakes as failures but as opportunities to learn and improve their social interactions. This approach encourages a more proactive and thoughtful way of interacting with others.
Challenges of a Fixed Mindset
Children with a fixed mindset face challenges in developing their social skills. Because they believe their abilities are static, they may be less likely to engage in social activities where they feel they might not excel. This avoidance can limit their social interactions and, consequently, their opportunities to practice and improve. One of the main challenges is the tendency to “avoid challenges” altogether. A child with a fixed mindset might shy away from group play or activities that require them to interact with new peers because they fear failure or rejection. This limits their exposure to different social scenarios where they could learn and grow. Another challenge is “low motivation”. Children with a fixed mindset may believe that they are inherently “bad” at making friends or participating in group activities, and as a result, they may not put in the effort needed to improve. This can lead to a self-fulfilling cycle where their lack of effort results in fewer positive social experiences, reinforcing their fixed beliefs. Additionally, a fixed mindset can lead to “negative comparisons” with others. When children believe their abilities are set, they may focus on comparing themselves to peers who they perceive as more socially skilled. This can result in feelings of inadequacy and reduced self-esteem, further hindering their social development.
Developing a Growth Mindset
The good news is that mindsets are malleable, especially in young children. As Carol Dweck (2017) notes, “Mindsets are influenced by the messages we receive around us and can be changed.” (Cited at Boylan, F. Et al, 2024 p. 97) Parents and teachers can play a significant role in fostering a growth mindset by creating environments that encourage effort, persistence, and learning from mistakes. One key strategy is to offer “process-focused praise” rather than ability-focused praise. For example, instead of telling a child, “You’re so good at making friends,” it’s more effective to say, “I saw how you shared your toys today; that was very kind of you.” This shifts the focus from inherent abilities to the effort and strategies the child used in the situation. By emphasizing effort, adults can help children understand that their social skills are not fixed and can be improved through practice. Another way to develop a growth mindset is by encouraging “independent problem-solving”. When children encounter social challenges, such as disagreements with peers, guiding them to come up with their own solutions can help them develop the belief that they have control over the outcome. Providing support and offering suggestions when necessary, but ultimately allowing the child to take the lead, reinforces the idea that they can improve their social skills through effort and persistence. Parents and teachers can also “model a growth mindset” by sharing their own experiences with learning and overcoming challenges. When children see adults embracing mistakes as part of the learning process, they are more likely to adopt the same attitude. For example, if a parent or teacher encounters a difficulty, they can openly discuss how they plan to approach the problem and what they’ve learned from past experiences.
Carol Dweck’s Mindset Theory
Carol Dweck’s “mindset theory” has been instrumental in understanding how beliefs about learning and abilities affect children’s development. Dweck’s research emphasizes that “positive learning experiences focused on mastery of learning materials may facilitate children to endorse growth mindset by fostering beliefs that their abilities can be improved through effort and reducing attribution of their success or failure to fixed traits” (Chen, L. et al, 2022 p. 2). Dweck’s theory explains that children’s mindsets influence not only their academic success but also their social and emotional development. Children with a growth mindset are more likely to take on challenges, persist through difficulties, and view mistakes as opportunities to learn. This mindset also promotes a sense of ‘agency’, where children feel that they have control over their learning and social experiences. Dweck argues that fostering a growth mindset in early childhood lays the foundation for ‘twenty-first-century learning skills’, such as critical thinking, collaboration, and creativity. These skills are essential for children to thrive not only in school but also in their future careers and relationships. Through this “Allowing children to have some autonomy over what they learn and how they learn helps them develop a growth mindset and lifelong learning habits” (Boylan, F. et al, 2018 p.17). By teaching children that their abilities are not fixed and that effort leads to improvement, educators can empower them to take ownership of their learning and social development. This sense of ownership fosters a ‘love of learning’ and a willingness to engage in social situations, even when they are challenging. ‘
Heading: Practical Applications for Education
Developing a growth mindset is one of the first strategies educators can use to help students struggling in school. Of course, students do not need to be falling behind for a growth mindset to help them succeed, but often students of all ages, even young children, quickly compare their abilities to their peers. Those who take longer to grasp a concept, such as learning to read, can quickly fall into a fixed mindset, coming to believe that they will always be bad at reading (or in whichever area they are currently having difficulty). At Ivy Tutors Network, a premier tutoring agency founded in New York City, CEO Lisa Speranksy notes that “we strive to emphasize a growth mindset to our students, parents, and tutors: intelligence and learning are not intrinsic, but cultivated through effort, mentorship, and discussion.” Teachers and classroom educators can instill a growth mindset around learning and education by focusing on the effort students put in, rather than the output, especially in the early years when grades are not the focus. If children can build a growth mindset early in their education, it will serve them well in mastering challenges that arise when output/grades do become the focus.
Practical Applications for Social Skills Development
Supporting social skills development in toddlers and preschoolers involves creating environments where children feel safe to experiment, make mistakes, and try again. This requires a balance of ‘structure and autonomy’, where children can navigate social situations and receive guidance and support when needed. Parents and educators can use everyday situations to encourage the development of a growth mindset. For example, during playtime, children might encounter disagreements over toys or rules. Instead of stepping in to solve the problem immediately, adults can ask questions like, “How do you think we can solve this together?” or “What can you do next time to avoid this problem?” These questions prompt children to reflect on their actions and consider different solutions, reinforcing the belief that they have control over their social interactions. Another important strategy is to ‘normalize mistakes’. In social situations, children often fear making mistakes, whether it’s saying the wrong thing or accidentally upsetting a friend. By emphasizing that mistakes are a natural part of learning, parents and teachers can help children feel more comfortable taking risks and trying new social approaches.
Developing social skills in toddlers and preschoolers is a crucial aspect of their overall development. By fostering a growth mindset, parents and educators can help children build resilience, empathy, and problem-solving skills that will serve them throughout their lives. As Carol Dweck’s mindset theory highlights, the beliefs children hold about their abilities can be shaped by their environment, and with the right support, these beliefs can lead to lifelong learning and social success. By encouraging children to see challenges as opportunities and teaching them that effort leads to improvement, we can help them develop not only strong social skills but also the confidence and motivation to thrive in all areas of life.
References
Boylan, F., Barblett, L., & Knaus, M. (2018). Early childhood teachers’ perspectives of growth mindset : Developing agency in children. Australasian Journal of Early Childhood, 43(3), (pp. 16–24). https://doi.org/10.23965/AJEC.43.3.02
Boylan, F., Barblett, L., & Knaus, M. (2024). I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years. Journal of Early Childhood Teacher Education, 45(1), (pp. 96–117). https://doi.org/10.1080/10901027.2023.2251924
Chen, L., Chang, H., Rudoler, J., Arnardottir, E., Zhang, Y., de Los Angeles, C., & Menon, V. (2022). Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits. NPJ Science of Learning, 7(1), (pp. 1–10). https://doi.org/10.1038/s41539-022-00146-7