# data[].attributes.attachment_link.title
📖 😊 A Little Spot of Optimism By Diane Alber READ ALOUD

# data[].attributes.attachment_link.title
Positive Thinking (1 of 3) | Social Emotional Learning for kids

# data[].attributes.attachment_link.title
Positive Thinking (2 of 3) | Social Emotional Learning for kids

# data[].attributes.attachment_link.title
Positive Thinking (3 of 3) | Social Emotional Learning for kids

# data[].attributes.attachment_link.title
Optimism For Kids | The Power of Positivity | Looking on the Bright Side

# data[].attributes.attachment_link.title
Preston's Positive Thoughts - Read Aloud! Books encouraging positive thinking for kids | Minty Kidz

# data[].attributes.attachment_link.readable_text
Social & Emotional Learning (SEL)

Some simple strategies can help students reframe challenges as opportunities for growth.

Optimism is more than positive thinking; it's a way to combat learned helplessness that is created when one approaches a challenge with a defeated mindset.

Students manifesting learned helplessness refuse to engage in any effort that could lead to improved outcomes, even if these ways are available, obvious, and easy. Learned helplessness may lead to action paralysis. In contrast, optimism frames negative events as springboards to favorable outcomes.

Realistic optimism should be the educator's goal. Realistic optimists recognize reality constraints and aspire to probable outcomes. They see the path to success as full of twists and turns. Consequently, they are not risk-averse. Teaching students about optimism can help them see unpleasant events as learning opportunities.

Teaching realistic optimism

The term negativity bias refers to a human brain's attunement to negative, unpleasant events. At the end of a school day, if a teacher is focused on the singular instance that did not go so well compared with the many events that did go well, they are exhibiting this bias. Modeling optimism is the best way to combat negativity bias, but there are several other things a teacher can do as well.

Positive reframing. Challenge students to seek positive ways of evaluating an event. A student who failed to win in the spelling bee may feel let down. Capitalize on this opportunity by promoting the perspective that contest participation is actually great preparation for better future performance. Any failure or unpleasant event can be reframed as a positive, or, as the famous quote says, "an opportunity to begin again, this time more intelligently."

Selective focus. Teach students to focus primarily on thoughts and events that lead to action-oriented solutions. I remember a time when I was teaching a lesson and the electricity went out. I was so disappointed because I had prepared a great lesson that it seemed would not happen. As I was inwardly bemoaning this unkind fate, I looked outside. It was a beautiful day. I asked my students to drag their chairs outside, and we conducted the lesson underneath a big tree. It turned out to be a memorable day and a positive learning experience.

Averting catastrophizing. Do you have students who are able to arrive at the worst possible conclusion for a negative event? A student who receives a B in middle school math declares she won't be able to go to the university of her choice. This is called catastrophization or unproductive self-talk. Educators can dole out empathy first, then help the student get unstuck by finding proactive, little steps to solve the problem.

Personalization: Is the cause perceived to be internal or external?

Permanence: Is the event specific (a one-time event) or eternal?

Pervasiveness: Is the event applicable only to a specific situation, or is it global?

Using humor. Humor can be a great antidote to the negativity bias. There was a time when I taught a science lesson incorrectly and it took me 30 minutes to realize the error. I did an exaggerated shrug, looked at my class, and began erasing everything. I humbly admitted that I was wrong, apologized, and then asked, "Aren't you glad I'm not a plastic surgeon?" My students laughed, and no one complained! Humor is a good strategy to help arrest rumination in its tracks. Allow laughter to take the sting out of a failure. Often, the worst possible scenario is laughably ludicrous.

Personalization: "I didn't study-that's why I failed the test."

Permanence: "This is just the first test. I have to work on practice problems every day. I'll ace that second test!"

Pervasiveness: "I'm doing well in other subjects!"

Teaching an optimistic explanatory style. The negativity bias is associated with a pessimistic explanatory style, or the way an individual explains the reason for an event. Psychologist Martin Seligman describes how individuals differ in their explanatory styles across three dimensions:

Teach students to examine common negative narratives with an optimistic explanatory style. A student who fails a math test may say, "I'm bad at math." In contrast, a student with a more optimistic explanatory style may engage in the self-talk in this pattern:

A student manifesting learned helplessness will adopt an attribution that is internal, eternal, and global. This explanatory style can manifest in early childhood. Because self-talk often becomes automatic and habitual, there should be a place for teaching optimism in the classroom.

Teachers also need to practice optimistic explanatory thinking. For example, at the end of a poorly executed lesson a teacher may lament, "This always happens. I'll definitely get a poor evaluation." Using a more optimistic explanatory style, the same teacher might think, "That didn't go as well as I had hoped for. I'll find a better way of presenting this topic."

# data[].attributes.attachment_link.description
Some simple strategies can help students reframe challenges as opportunities for growth.

# data[].attributes.attachment_link.readable_text
Is there any reason for optimism these days? Is optimism even something we can learn? And if it is indeed learnable, how can we teach it to our children?

If you've been following along on the Mindful Return blog, you know I'm all for a good brain re-wiring. And based on what our amazing guest is here to teach us today, optimism is indeed in the category of things we can re-wire.

Today, I'm delighted to introduce you to Laura J. Colker, Ed.D, co-author of Making Lemonade: Teaching Young Children to Think Optimistically. I got incredibly excited when I was introduced to Laura, as she co-created The Creative Curriculum for Preschool, which is the curriculum my daycare used when my kiddos were little. (In other words, she's an early education celebrity!)

What I love about Laura's guest post today is not only that she breaks down exactly what optimism is (and isn't!), but she gives us language to experiment with. Practical and relatable examples we can use. Here's Laura to share her wisdom on optimism with us!

************************************

As we emerge from a pandemic, challenges abound. Some children may be facing academic or behavior problems since being back in child care or school. Many parents find themselves without time to attend to loved ones, let alone themselves. It can pull at a parent's heartstrings to hear their child lament "I can't do it!" or "Nobody likes me." Optimism may be the last thing that you are thinking about as you struggle to be a good parent and make life better for your family.

Yet, I would propose that optimism is exactly what is needed both for you as a parent and for your child who is learning to cope with the world.

Optimism is the expectation that good things will happen-to you, to others, and in the world. It is not, however, a Pollyannaish belief that life is all rainbows, unicorns, and heart emojis.

True optimism is constrained by reality. Realistic optimism is about the ability to acknowledge problems and still maintain a positive outlook. It is the backbone of resilience, providing a lens of hope and positivity.

Hundreds of research studies have shown that optimism benefits both children and adults. No matter what their age, optimistic children do better in school. They are more likely to feel good about themselves, make friends, solve problems, take risks, and learn from their mistakes.

For adults, being optimistic not only makes life easier, it improves both one's health and quality of life. Optimists, as compared to pessimists, are less likely to become ill. Overall, optimists live nine years longer than pessimists. They also have richer and more rewarding relationships and careers. In addition, optimists are better able to cope with stressful experiences, which is how most everyone would describe daily life these days.

Optimism: Nature or Nurture?

But what if you and/or your children aren't naturally optimistic and tend to see worst case scenarios everywhere? Researchers say that only 25% of us are natural-born optimists.

The good news for everyone, though, is that optimism is a skill, and like any skill, it can be learned. Parents are in a unique position, in that we can both train ourselves to become optimistic parents, as well as teach our children to think optimistically. Happily, the same approaches work for both us as adults and for our children. These strategies center on reframing negative thinking into positive thoughts.

The Stories We Tell Ourselves

Whenever something happens to us-be it good or bad-all of us have self-explanations as to why an event occurred. How we interpret an event predisposes us either to feeling hopeless (lacking control and a belief that things won't change) or hopeful (an ability to solve problems and plan alternatives).

According to Martin Seligman of the University of Pennsylvania, who is a pioneer in optimism research, there are three dimensions that people use to explain both good and bad events to themselves. Known familiarly as the Three P's, these are:

Permanence ("How long will the situation last?")

Pervasiveness ("How much of my life will the situation affect?")

Personalization ("Who or what caused the situation?")

To move from pessimistic to optimistic thoughts, we need to see bad events as passing, not all-encompassing, nor specifically caused by us. For your child, this might mean thinking:

"I'm really mad that I can't yet ride my bike by myself. But if I keep practicing, I bet I'll get better at it." (Permanence)

"Anja doesn't want to play with me. Maybe I can ask Marta to come over, so I'll have someone to play with." (Pervasiveness)

"I could hardly do any of that puzzle. It must be for big kids." (Personalization)

Upending negative thoughts takes practice, but it is very achievable. Begin with training yourself before trying to teach your child. You might try using a journal. Each time you experience a problem or adversity, describe what happened as factually as possible. Next, record how you interpreted the situation. Finally, write down what you felt about the situation, and how you reacted to it.

Afterwards, review these entries as objectively as possible. If, for example, only three of the six children who were invited to your child's birthday party actually attended, did you spend valuable time trying to track down the missing children? Did you write the event off as a failure, because half of those invited didn't come? Or, did you see how involved the three attending children were as they played with and celebrated your child?

To teach your child to think optimistically, use the same approach you use on yourself. Remember your modeling of optimism shows your child that being optimistic is something that you value. Let your child be privy to your thinking on the subject. For example, "At first I was really sad that we can't go to Grandma and Grandpa's for the holidays. But then I thought how fun it will be to open our presents and eat some cupcakes together over Zoom. We can turn this into a holiday we'll never forget."

In addition, try these ideas:

Notice and comment on family members' efforts to interpret events optimistically. "I totally agree with you that it's hard getting up so early in the morning. But like Daddy said, it does give us time to get ready and talk with each other over a healthy breakfast."

Acknowledge stressful events that affect your family, and brainstorm positive solutions. "I think that we are all feeling very sad that our neighbor Mr. Walker died. Let's remind ourselves of the happy times we spent with him and how kind he was to us. What did you like best about Mr. Walker?"

Comment on the positives in daily life. "We are so lucky to have grown these delicious tomatoes in our garden. They taste better than any we could buy."

Guide conversations towards positivity. "Your friend Lamar is understandably sad that he broke his arm. What might you say to Lamar to make him less upset? How can you make sure he knows that he won't have to sit out from playing ball forever?"

Working to get your child and you thinking optimistically is an investment of your time that will have great payoff. Indeed, there is no downside to being an optimist.

If you would like to learn more on this subject, please take a look at my book co-authored with Derry Koralek-Making Lemonade: Teaching Young Children to Think Optimistically. It is available through Redleaf Press or on Amazon.com.
Laura J. Colker, Ed.D., is an author, lecturer, and trainer in early childhood education with over 45 years of experience. She has written and produced more than 150 books, articles, videos, and podcasts for educators, administrators, families, and children. Dr. Colker is perhaps best known as the co-author of The Creative Curriculum for Preschool, which is the most widely used preschool curriculum in the U.S.

# data[].attributes.attachment_link.title
Teaching Optimism to Our Kids (and Finding It for Ourselves!)

# data[].attributes.attachment_link.description
Is optimism a matter of nature or nurture? Dr. Laura Colker shares ways we can teach optimism to our kids - and to ourselves.

# data[].attributes.attachment_link.readable_text
Optimism is a mindset with serious health benefits: It can ward off chronic conditions such as stroke and heart disease, protect against depression, and improve our ability to cope with stress. An optimistic outlook may even help you live longer.

Not everyone is a born optimist, but it's a skill anyone can learn - and one we should be teaching our children, said Robyn R. Miller, interim chief of the division of adolescent medicine and pediatric gynecology at Nemours Children's Health in Delaware.

Here's why optimism is a valuable skill for children and how to teach it.

What is an optimist?

Someone who sees the positive side of things. Optimists believe things will work out and act based on that belief.

Pessimists expect things to turn out poorly, which may lead them to act in ways that result in the poor outcomes they expect.

"If you're an optimist, you don't just sit there and say everything will work out if you believe it," Miller said. "You continue to move forward as if everything will work out."

Pessimists often never find out whether things could have worked out in their favor.

Running late to the airport? A pessimist may believe there's no way to get there in time and turns the car around for home, eliminating any possibility of a positive outcome. An optimist may press forward with the journey - and maybe catch the flight, or at least be able to get on a later one.
" READ MORE: Gratitude isn't just polite. A Philly-born psychology movement shows it is a path to happiness.
Why is optimism good?
It's a coping mechanism that helps children and adults process stress in a healthy way.
Optimism is not about ignoring setbacks. Rather, it's a way of processing disappointment or sadness that recognizes these feelings as temporary and acknowledges the potential for change.

For instance, an optimist who misses out on a promotion may take time to feel down, then commit to working hard to try again. A pessimist may take the rejection as a sign of never be good enough and decide it's not worth trying again.

Teaching these skills to children can help them navigate common adolescent and teenage disappointments, such as breakups, sports losses, and not getting cast in the school play. Children who learn to process their emotions in a productive way grow into well-adjusted, resilient adults.

How can adults teach optimism to children?

By modeling optimistic behavior.

Let them feel their emotions. Caregivers are often quick to try to comfort a child who's disappointed by saying that everything is OK. But this can have the unintended consequence of teaching children to not trust their emotions.

Instead, talk to children about how they're feeling and how they want to move forward. This teaches them that they have the power to make good things happen.

Don't hide your emotions. Adults often attempt to hide their emotions to protect children from difficult events, such as job losses, divorce, or a family death. But hiding your emotions only teaches children that they should do the same, Miller said.

Instead, be honest with children about how you're feeling and talk to them about how you plan to process what you're going through.

"Adults don't give kids enough credit. They're observant and have high emotional IQs," Miller said.

Children may be confused if they sense a problem, but their parent or caregiver says that everything is fine. It's better to address the issue, Miller said.
" READ MORE: Six gratitude practices to improve your happiness
How can I be more optimistic?

Helping children learn optimism may mean picking up some new skills yourself.

1. Recognize and acknowledge good things. You may even take a few minutes every day to write down a few things you're grateful for or that went well.

2. Believe that you have the ability to bring good things to your life.

3. Don't blame yourself when things go wrong. For example, did you burn dinner because you're a terrible cook or because you were distracted or took on a recipe that was too challenging?

4. Remind yourself that setbacks are temporary. Make a plan for how to avoid the same setback in the future.

# data[].attributes.attachment_link.description
Optimism is a positive mindset that can help us live longer, healthier lives. Here's how to teach optimism to kids.