Children raised with a positive world view are more successful than children raised with a negative one. A negative instruction about the world given to kids could be to distrust strangers despite the evidence that a child isn’t likely to be harmed by someone they don’t know. It turns out that over a lifetime primarily negative impressions of the world negatively impacts one’s measurable success in life. The lesson here is to be positive and show children the good in the world.
The world is a good place with good people, don’t believe the haters.
Primal world beliefs (‘primals’) are beliefs about the world’s basic character, such asthe world is dangerous. This article investigates probabilistic assumptions about the value of negative primals (e.g.,seeing the world as dangerous keeps me safe). We first show such assumptions are common. For example, among 185 parents, 53% preferred dangerous world beliefs for their children. We then searched for evidence consistent with these intuitions in 3 national samples and 3 local samples of undergraduates, immigrants (African and Korean), and professionals (car salespeople, lawyers, and cops;), examining correlations between primals and eight life outcomes within 48 occupations (totalN=4,535) . As predicted, regardless of occupation, more negative primals were almost never associated with better outcomes. Instead, they predicted less success, less job and life satisfaction, worse health, dramatically less flourishing, more negative emotion, more depression, and increased suicide attempts. We discuss why assumptions about the value of negative primals are nevertheless widespread and implications for future research.
Raising kids is hard, raising them to be above-average productive members of society is even harder. Indeed, one of those hard things about raising kids is hearing endless advice on how to raise kids “right”; so don’t listen to everyone and their ideas. Instead, listen to the science and collective wisdom of really smart people. It turns out that making kids do chores is a good way to help kids be better adults as it engrains in them a mentality of helping and “pitching-in” when needed.
In the Harvard Grant Study, the longest running longitudinal study in history, (spanning 75 years and counting–from 1938 to the present), researchers identified two things that people need in order to be happy and successful:
The first? Love.
The second? Work ethic.
And what’s the best way to develop work ethic in young people? Based on the experiences of the 724 high-achievers who were part of the study (including people like future-President Kennedy and Ben Bradlee, the Watergate-era editor of The Washington Post) there’s a consensus.
Despite the fact that we are more connected than ever loneliness is still a problem in our society. Indeed, it’s such a problem that people are self-reporting that they are lonelier today than decades ago. What can we do about it? We can teach people how to better deal with feelings of loneliness in schools so when they become adults they will know how to grabble with it.
But Holt-Lunstad believes that loneliness-prevention education should not be limited to teaching students how to support others. She also believes that kids should learn early in life how to reframe their own negative responses to social situations. â€œWeâ€™ve all had a situation where you text someone and they don’t respond right away,â€ she says. â€œInstead of assuming theyâ€™re snubbing you, theyâ€™re blowing you off, all of these kinds of negative things that could in turn lead you to respond with nasty comments or become irritated, which is not going to elicit the sort of friendly response you want,â€ she says, â€œreframe it as, â€˜Perhaps theyâ€™re driving.â€™ â€˜Perhaps theyâ€™re in a meeting.â€™ If youâ€™re interpreting othersâ€™ social signals as negative, how you behave towards them is more likely to mirror that.â€ The existing strategies for helping people repackage their thoughts in a more positive way could be easily adapted for a classroom setting.
Teaching children how their bodies function is a controversial idea to some people who think children should remain ignorant until their late teens. Waiting until their bodies are fully developed is too late to teach people about issues like puberty and pregnancy according to experts. Those experts are backed by tons of research and statistics about health around the world. So why don’t we teach children about bodily functions? Because some parents think health education is only about teaching children about sexual activity. It’s time to change that.
While parents, not schools, should be in charge of teaching values, said Schroeder, kids should be learning the facts from content experts, just like they do in other subjects. â€œItâ€™s gotta be a partnership. I donâ€™t think itâ€™s appropriate for teachers to be inculcating values, thatâ€™s the parentsâ€™ job. Itâ€™s like â€˜Dragnetâ€™: Just the facts, maâ€™am,â€ she said.
That has led Deardorff to argue that it might be better to find a new name for these early stages of sex ed, the parts that arenâ€™t directly about sex. â€œThe number one thing that I would suggest is that we start pubertal education earlier. And that we donâ€™t call it sex ed, because that raises all kinds of red flags,â€ said Deardorff.
Being a parent must be hard since websites are constantly telling you what you’re doing wrong. If you’re letting your kid explore the world on their own terms than you’re doing things right! Take a breather parents, it turns out that relaxing and stepping back is best for your kid. Parents who try to control their kids too much end up not letting the kids learn how the world works which means that later on in life those kids can’t cope. So, maybe just take it easy and watch your kids instead of directing them.
At the age of five the team looked at the childrenâ€™s response to an unfair share of sweets, and their ability to think carefully about a puzzle under time pressure.
When the children were aged five and 10, the researchers asked teachers to rate problems such as depression, anxiety or loneliness in the children, the childrenâ€™s academic performance, and their views of the childrenâ€™s social skills. At 10 years the children were quizzed on their attitudes to school and teachers as well as emotional issues.
The team found that once factors including the childâ€™s age, behaviour as a toddler and socioeconomic status were taken into account, more controlling behaviour by mothers was linked both to their children having less control over their own emotions and less control over their impulses by the age of five.