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Domain > www.mindinthemaking.org
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AlienVault OTX
Is this malicious?
Yes
No
DNS Resolutions
Date
IP Address
2014-08-13
66.96.145.101
(
ClassC
)
2024-09-17
35.160.112.245
(
ClassC
)
Port 80
HTTP/1.1 301 Moved PermanentlyServer: awselb/2.0Date: Tue, 17 Sep 2024 11:09:15 GMTContent-Type: text/htmlContent-Length: 134Connection: keep-aliveLocation: https://www.mindinthemaking.org:443/ html>head>title>301 Moved Permanently/title>/head>body>center>h1>301 Moved Permanently/h1>/center>/body>/html>
Port 443
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curates the science of children’s brain development and learning, shares it with the general public, families, and professionals and translates this research into transformational in-depth training and materials. MITM’s a hrefhttps://www.mindinthemaking.org/training>Learning Modules/a>, a hrefhttps://www.mindinthemaking.org/skill-building-opportunities>Skill-Building Opportunities/a> and a hrefhttps://www.mindinthemaking.org/book-tips>Book Tips/a> serve professionals and caregivers across a wide array of sectors and take a two-generational approach to building executive function-based life skills within children and families together. /p>p>a hrefhttps://www.mindinthemaking.org/about-us>Learn More/a>/p>/div>/div>/div>div classCmsBlock LayoutBlock >div spacing64px classStackedLayout-wanh3-0 iVutxC>div classCmsBlock HeroBlock idthe-7-essential-life-skills-every-child-needs>div classHero__Container-sc-1cmq3ic-2 gYVMjB>div classHero__TextContent-sc-1cmq3ic-4 htfRBZ>h1 colorobject Object classHero__Header-sc-1cmq3ic-0 kyvoFO>The 7 Essential Life Skills Every Child Needs/h1>p classHero__Subheader-sc-1cmq3ic-1 exQCnj>Dedicated to sharing the science of children’s learning with professionals and families./p>/div>/div>/div>div classCmsBlock TextMediaBlock >div classTextMedia__Container-w32rvd-7 iDSZED>div classTextMedia__TextContent-w32rvd-0 kGwtPk>h2 classTextMedia__Header-w32rvd-2 cUrNCI>/h2>div classTextMedia__Body-w32rvd-3 ggaZIX>p>MITM’s 7 Essential Life Skills help adults understand and encourage important executive function-based skills children need to thrive. Executive function-based life skills involve managing thoughts, actions and emotions to achieve goals./p>/div>/div>div classTextMedia__ImageContent-w32rvd-1 hyXpDH>div colorteal classFramedImage__SolidFrame-yqtdaa-1 gAmZPP TextMedia__Image-w32rvd-9 eBtsFO image right>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>p colorbrown classImageCredit-sc-1aq73ar-0 iptrJz>Photo Credit: Front Room Photography/p>/div>/div>/div>/div>/div>div classCmsBlock CtaBlock >div classCtaBlock__Wrapper-sc-93x95l-0 keRHvc>a href/life-skills classCtaButton__Button-sc-1y78016-1 efdkUa>span classCtaButton__Text-sc-1y78016-0 eWDSzr>Learn More/span>/a>/div>/div>/div>/div>/div>/div>div classCmsBlock HeroBlock idmitm-learning-opportunities>div classmedia__SmUp-sc-13xxf59-1 ioMnZY>div classCtaBanner__Wrapper-sc-8p2hnm-1 bPOQBn>div classParallaxBgContainer__Container-g920xt-0 nSzYd CtaBanner__StyledBackground-sc-8p2hnm-0 kzHXud>div classscroll-trigger styleopacity:0;width:0;height:0;position:absolute>/div>img src//images.ctfassets.net/uztpv7pl0j6m/7uMv5IaAsWr1AQpbXKaCmh/56004f89a12dbf0de8f74cb4d9e0f0aa/MITM_Web_1x2_Full.png classParallaxBgContainer__BGImage-g920xt-1 kRVfyV/>div classParallaxBgContainer__Content-g920xt-2 cCoPfJ>div classHero__Container-sc-1cmq3ic-2 ePCAjP>div classHero__TextContent-sc-1cmq3ic-4 htfRBZ>h1 colorred classHero__Header-sc-1cmq3ic-0 kqAwXa>MITM Learning Opportunities /h1>p colorbrown classHero__Subheader-sc-1cmq3ic-1 kZpRWx>More than half a million people have downloaded MITM’s hundreds of resources that help bridge the gap between knowledge and practice. Learn how to take the stress out of challenging behaviors by turning them into opportunities to build life skills. /p>a href/skill-building-opportunities classCtaButton__Button-sc-1y78016-1 efdkUa Hero__StyledCtaButton-sc-1cmq3ic-3 dTVGUN>span classCtaButton__Text-sc-1y78016-0 eWDSzr>Learn more/span>/a>/div>/div>/div>/div>/div>/div>div classmedia__SmDown-sc-13xxf59-0 dFaGwW>div classCtaBanner__Wrapper-sc-8p2hnm-1 bPOQBn>div classHero__Container-sc-1cmq3ic-2 bIQIaR>div classHero__TextContent-sc-1cmq3ic-4 htfRBZ>h1 colorred classHero__Header-sc-1cmq3ic-0 kqAwXa>MITM Learning Opportunities /h1>p colorbrown classHero__Subheader-sc-1cmq3ic-1 kZpRWx>More than half a million people have downloaded MITM’s hundreds of resources that help bridge the gap between knowledge and practice. Learn how to take the stress out of challenging behaviors by turning them into opportunities to build life skills. /p>a href/skill-building-opportunities classCtaButton__Button-sc-1y78016-1 efdkUa Hero__StyledCtaButton-sc-1cmq3ic-3 dTVGUN>span classCtaButton__Text-sc-1y78016-0 eWDSzr>Learn more/span>/a>/div>/div>/div>/div>/div>div classCmsBlock FeaturedStoriesBlock idfeatured-stories>div classFeaturedStories__Wrapper-sc-8j3ez3-1 eSegyI>h2 classFeaturedStories__Header-sc-8j3ez3-2 dwhkkL>Featured Stories/h2>div classFluidColumnLayout__Row-rmzb1m-0 cezcix>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/when-to-teach-letters-colors-and-numbers-to-babies>div color#00982E classFramedImage__SolidFrame-yqtdaa-1 hNWPLc>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>When to Teach Letters, Colors and Numbers to Babies/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/Boosting Life Skills classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Boosting Life Skills/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>What a wondrous time! Children are born learning and, in these early years, you are laying the foundation for their lifelong learning. And the Life Skill of Making Connections is at the heart of learning./p>a href/stories/when-to-teach-letters-colors-and-numbers-to-babies classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/perspective-taking-reducing-conflict-in-children-lessons-from-larry-aber>div color#fa9600 classFramedImage__SolidFrame-yqtdaa-1 hDsWwq>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>Perspective Taking: Reducing Conflict in Children: Lessons from Larry Aber/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/Latest Research classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Latest Research/a>span>, /span>a href/stories/categories/Boosting Life Skills classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Boosting Life Skills/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>J. Lawrence (Larry) Aber wanted to know: What are the roots of aggression in children? When in a child’s life is aggression likely to flare up? Does it continue to escalate or can it be prevented, and if so, how? In other words, can more constructive ways of dealing with conflict be taught?/p>a href/stories/perspective-taking-reducing-conflict-in-children-lessons-from-larry-aber classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/focus-and-self-control-maybe-as-important-as-iq>div color#F44641 classFramedImage__SolidFrame-yqtdaa-1 jnuwgD>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>Focus and Self Control . . . Maybe as Important as IQ/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/Boosting Life Skills classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Boosting Life Skills/a>span>, /span>a href/stories/categories/From the Field classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>From the Field/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>Our behavior can be guided by our accumulated knowledge. That’s the beauty and the purpose of executive functions: they enable us to control ourselves, to reflect deeply, and to consider things from multiple points of view./p>a href/stories/focus-and-self-control-maybe-as-important-as-iq classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/when-should-we-begin-promoting-focus-and-self-control>div color#00b9b4 classFramedImage__SolidFrame-yqtdaa-1 gAmZPP>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>When Should We Begin Promoting Focus and Self Control?/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/Boosting Life Skills classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Boosting Life Skills/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>The skill of focus and self control begins to develop in the early childhood years, but it doesn’t fully become established until the later teen and early adult years. The prefrontal cortex is among the last parts of the brain to mature. /p>a href/stories/when-should-we-begin-promoting-focus-and-self-control classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/praising-children>div color#fa9600 classFramedImage__SolidFrame-yqtdaa-1 hDsWwq>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>Praising Children/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/Boosting Life Skills classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Boosting Life Skills/a>span>, /span>a href/stories/categories/Latest Research classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Latest Research/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>Question: I have read that praising my child is important for her self-esteem, but then I have also read that too much praise can spoil my child. I’m confused. How should I praise my child?/p>a href/stories/praising-children classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/mind-in-the-making-and-amazing-babies>div color#F44641 classFramedImage__SolidFrame-yqtdaa-1 jnuwgD>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>Mind in the Making and Amazing Babies/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/From the Field classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>From the Field/a>span>, /span>a href/stories/categories/Latest Research classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Latest Research/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>Babies’ capacities are truly amazing, but even more amazing is that we now know how to take advantage of these capacities to help babies and their older sisters and brothers develop the essential life skills that will serve them throughout their lives./p>a href/stories/mind-in-the-making-and-amazing-babies classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/mind-in-the-making-is-joining-families-and-work-institute>div color#00b9b4 classFramedImage__SolidFrame-yqtdaa-1 gAmZPP>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>Mind in the Making is Joining Families & Work Institute/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/News & Updates classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>News & Updates/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>A Letter from Ellen Galinsky, Founder of Mind in the Making/p>a href/stories/mind-in-the-making-is-joining-families-and-work-institute classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/a-seismic-shift-economic-policy-is-child-development-policy>div color#8146C7 classFramedImage__SolidFrame-yqtdaa-1 bpmHZZ>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>A Seismic Shift: Economic Policy is Child Development Policy/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/From the Field classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>From the Field/a>span>, /span>a href/stories/categories/News & Updates classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>News & Updates/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>We're pleased to share this interview with Dr. Larry Aber. On March 11, the American Rescue Plan Act was signed into law. Several elements of this time-limited legislation have been widely heralded as having the potential to cut child poverty in half./p>a href/stories/a-seismic-shift-economic-policy-is-child-development-policy classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>div classFluidColumnLayout__Col-rmzb1m-1 gimrTx>article classStoryCard__Wrapper-agkn5p-0 bLhZoV FeaturedStories__StyledStory-sc-8j3ez3-0 enxJci>a href/stories/a-moment-weve-been-waiting-for>div color#00b9b4 classFramedImage__SolidFrame-yqtdaa-1 gAmZPP>div classImage__ImageContainer-sc-834cqa-0 cHApkH FramedImage__StyledImage-yqtdaa-0 jXmngF>div classLazyLoad>/div>p classImageCredit-sc-1aq73ar-0 ksPjRJ>National Academy Of Sciences/p>/div>/div>/a>h2 classStoryCard__Header-agkn5p-2 xcUej>A Moment We’ve Been Waiting For!/h2>div classStoryCard__Categories-agkn5p-1 hwTOuJ>a href/stories/categories/Latest Research classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>Latest Research/a>span>, /span>a href/stories/categories/From the Field classStoryLinks__TagLink-sc-1gttbp-0 dsQKJs>From the Field/a>/div>p classStoryCard__Body-agkn5p-3 euXquh>Watch our video interview with Dr. Patricia Kuhl to hear the story behind the new National Academy of Sciences report that answers the question: “Does quality early childhood education lead to more successful lives as adults?” And join us in cheering because the Academy’s answer is a resounding YES!/p>a href/stories/a-moment-weve-been-waiting-for classLink-dzonjz-1 bBXOOZ StoryCard__StyledLink-agkn5p-4 bmMVyJ>span>Read More/span>svg width1em height1em styleline-height:0;transform-origin:center viewBox0 0 5 12.5 xmlnshttp://www.w3.org/2000/svg stroke#00b9b4 classLink__Arrow-dzonjz-0 dEuuMR>path transformrotate(90 56.5 -42.5) dM100 14L104.5 9 109 14 fill-rulenonzero fillnone>/path>/svg>/a>/article>/div>/div>/div>/div>div classCmsBlock QuoteCarouselBlock >div classQuoteCarousel__Wrapper-go2df9-0 fEpkOT>div classslick-slider slick-initialized dirltr>div classslick-list>div classslick-track stylewidth:1300%;left:-100%>div data-index-1 tabindex-1 classslick-slide slick-cloned aria-hiddentrue stylewidth:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Executive functions are predictive of physical health, substance dependence, criminal convictions, and personal finances achieved at age 32, after controlling for socioeconomic status of origin and IQ. /p>footer>p classauthor>/p>p classauthor-title>(Moffitt et al., 2011)/p>/footer>/blockquote>/div>/div>div data-index0 classslick-slide slick-active slick-current tabindex-1 aria-hiddenfalse styleoutline:none;width:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>What children need most is to feel loved, respected, and valued./p>footer>p classauthor>Adele Diamond/p>p classauthor-title>University of British Columbia /p>/footer>/blockquote>/div>/div>div data-index1 classslick-slide tabindex-1 aria-hiddentrue styleoutline:none;width:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Ask yourself: What is my dearest wish? What is it in me that holds me back from fulfilling it?/p>footer>p classauthor>Gabriele Oettingen/p>p classauthor-title>New York University/p>/footer>/blockquote>/div>/div>div data-index2 classslick-slide tabindex-1 aria-hiddentrue styleoutline:none;width:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Executive function is meaningful, measurable, and malleable./p>footer>p classauthor>Stephanie Carlson/p>p classauthor-title>University of Minnesota/p>/footer>/blockquote>/div>/div>div data-index3 classslick-slide tabindex-1 aria-hiddentrue styleoutline:none;width:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>There are literally hundreds of studies that show that when children learn key life skills based on executive functions of the brain, they are more likely to thrive now and in the future. /p>footer>p classauthor>Ellen Galinsky/p>p classauthor-title>Mind in the Making/p>/footer>/blockquote>/div>/div>div data-index4 classslick-slide tabindex-1 aria-hiddentrue styleoutline:none;width:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Executive Function is a behavioral construct that, broadly speaking, refers to the deliberate, goal-directed control of behavior./p>footer>p classauthor>Philip David Zelazo/p>p classauthor-title>University of Minnesota/p>/footer>/blockquote>/div>/div>div data-index5 classslick-slide tabindex-1 aria-hiddentrue styleoutline:none;width:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Executive functions are predictive of physical health, substance dependence, criminal convictions, and personal finances achieved at age 32, after controlling for socioeconomic status of origin and IQ. /p>footer>p classauthor>/p>p classauthor-title>(Moffitt et al., 2011)/p>/footer>/blockquote>/div>/div>div data-index6 tabindex-1 classslick-slide slick-cloned aria-hiddentrue stylewidth:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>What children need most is to feel loved, respected, and valued./p>footer>p classauthor>Adele Diamond/p>p classauthor-title>University of British Columbia /p>/footer>/blockquote>/div>/div>div data-index7 tabindex-1 classslick-slide slick-cloned aria-hiddentrue stylewidth:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Ask yourself: What is my dearest wish? What is it in me that holds me back from fulfilling it?/p>footer>p classauthor>Gabriele Oettingen/p>p classauthor-title>New York University/p>/footer>/blockquote>/div>/div>div data-index8 tabindex-1 classslick-slide slick-cloned aria-hiddentrue stylewidth:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Executive function is meaningful, measurable, and malleable./p>footer>p classauthor>Stephanie Carlson/p>p classauthor-title>University of Minnesota/p>/footer>/blockquote>/div>/div>div data-index9 tabindex-1 classslick-slide slick-cloned aria-hiddentrue stylewidth:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>There are literally hundreds of studies that show that when children learn key life skills based on executive functions of the brain, they are more likely to thrive now and in the future. /p>footer>p classauthor>Ellen Galinsky/p>p classauthor-title>Mind in the Making/p>/footer>/blockquote>/div>/div>div data-index10 tabindex-1 classslick-slide slick-cloned aria-hiddentrue stylewidth:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Executive Function is a behavioral construct that, broadly speaking, refers to the deliberate, goal-directed control of behavior./p>footer>p classauthor>Philip David Zelazo/p>p classauthor-title>University of Minnesota/p>/footer>/blockquote>/div>/div>div data-index11 tabindex-1 classslick-slide slick-cloned aria-hiddentrue stylewidth:7.6923076923076925%>div>blockquote tabindex-1 stylewidth:100%;display:inline-block classQuote__Blockquote-ywzsdx-0 bbsLTk>p>Executive functions are predictive of physical health, substance dependence, criminal convictions, and personal finances achieved at age 32, after controlling for socioeconomic status of origin and IQ. /p>footer>p classauthor>/p>p classauthor-title>(Moffitt et al., 2011)/p>/footer>/blockquote>/div>/div>/div>/div>ul styledisplay:block classcustom-slick-dots>li classslick-active>button classcustom-slick-dot>/button>/li>li class>button classcustom-slick-dot>/button>/li>li class>button classcustom-slick-dot>/button>/li>li class>button classcustom-slick-dot>/button>/li>li class>button classcustom-slick-dot>/button>/li>li class>button classcustom-slick-dot>/button>/li>/ul>/div>/div>/div>/div>div classFooter__LogoContainer-sc-1bkq4pm-9 eebXAW>img src//images.ctfassets.net/uztpv7pl0j6m/5T60CishHV3QWyeqP8v3cs/6b8a5bd5441cd73e6d0467c1805b3c67/MITMLogo.png classFooter__Logo-sc-1bkq4pm-10 bvEaAp/>/div>footer classFooter__Wrapper-sc-1bkq4pm-0 fKcCJc>div classFooter__Col-sc-1bkq4pm-1 ogWFG>span classFooter__MenuItemHeader-sc-1bkq4pm-3 cZAfTJ>Learn More/span>a href/life-skills target_self data-link-categoryUser Interactions data-link-actionFooter Link Click data-link-label/life-skills classFooter__MenuLink-sc-1bkq4pm-2 hbDgku>Life Skills/a>a href/training 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Footer__LegalWrapper-sc-1bkq4pm-13 dRtIUx>div classFooter__Col-sc-1bkq4pm-1 Footer__LegalCol-sc-1bkq4pm-12 gXovan>span classFooter__LegalText-sc-1bkq4pm-15 bzDQDJ>Copyright © 2010 - 2023 Mind in the Making/span>/div>div classFooter__Col-sc-1bkq4pm-1 Footer__LegalCol-sc-1bkq4pm-12 gXovan>/div>/footer>/div>/div>script id__NEXT_DATA__ typeapplication/json>{props:{pageProps:{page:{entityType:Entity,id:4GGfhp2PvJEPU42hvvktxr,type:Page,locale:en-US,fields:{name:Home,slug:/home,pageTitle:Mind in the Making,metaDescription:Science in Action: Building essential life skills in children by transforming groundbreaking research into practice.,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:5rXjLg1MU08MEGvNFS26h0,type:Asset,createdAt:2020-09-03T17:29:25.961Z,updatedAt:2022-09-22T16:01:22.764Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:Homepage,file:{url://images.ctfassets.net/uztpv7pl0j6m/5rXjLg1MU08MEGvNFS26h0/2c1d7f8a547e431cb787a7ecb82da1ba/Zai_Airplane.jpg,details:{size:507619,image:{width:1280,height:1268}},fileName:Zai Airplane.jpg,contentType:image/jpeg}}},contentWidth:Normal,blockSpacing:Very Tight,blocks:{entityType:Entity,id:WYsrXuiQImiBn6ZndUndi,type:HeroBlock,locale:en-US,fields:{header:Science in Action,subheader:Sharing the science of early learning in ways that transform groundbreaking research into action.,subheaderColor:white,backgroundImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:Tdo9t3OaHdqzCjsTgg1nz,type:Asset,createdAt:2020-03-24T21:28:28.749Z,updatedAt:2022-09-22T16:02:22.637Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:Homepage,file:{url://images.ctfassets.net/uztpv7pl0j6m/Tdo9t3OaHdqzCjsTgg1nz/b9c6d7200fae1a46185a3fa1624ab1e3/Zai_Airplane.jpg,details:{size:507619,image:{width:1280,height:1268}},fileName:Zai Airplane.jpg,contentType:image/jpeg}}},backgroundColor:White,size:Large,variant:left}},{entityType:Entity,id:6IgknC33LBGQylD09htIRR,type:LayoutBlock,locale:en-US,fields:{name:Home Layout Block,type:Stacked Tight,blocks:{entityType:Entity,id:5zHP7UldXjvbQyRFNUSuYz,type:TextBlock,locale:en-US,fields:{text:## What is Mind in the Making? \n\nMind in the Making curates the science of children’s brain development and learning, shares it with the general public, families, and professionals and translates this research into transformational in-depth training and materials. MITM’s Learning Modules(https://www.mindinthemaking.org/training), Skill-Building Opportunities(https://www.mindinthemaking.org/skill-building-opportunities) and Book Tips(https://www.mindinthemaking.org/book-tips) serve professionals and caregivers across a wide array of sectors and take a two-generational approach to building executive function-based life skills within children and families together. \n\nLearn More(https://www.mindinthemaking.org/about-us),layout:Normal,measure:lg,alignment:left,position:center}},{entityType:Entity,id:6Xt8CmIYFymxZZkQXn11zb,type:LayoutBlock,locale:en-US,fields:{name:The 7 Essential Life Skills Every Child Needs,type:Stacked Tight,blocks:{entityType:Entity,id:G6S3Y6UEinnPqVllt3ASp,type:HeroBlock,locale:en-US,fields:{header:The 7 Essential Life Skills Every Child Needs,subheader:Dedicated to sharing the science of children’s learning with professionals and families.,size:Minimal}},{entityType:Entity,id:784AHzPU0uRYrRGkzP8BEA,type:TextMediaBlock,locale:en-US,fields:{body:MITM’s 7 Essential Life Skills help adults understand and encourage important executive function-based skills children need to thrive. Executive function-based life skills involve managing thoughts, actions and emotions to achieve goals.,image:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:5CRf475v41Je9oN8L60WRF,type:Asset,createdAt:2019-12-09T18:05:20.901Z,updatedAt:2019-12-09T18:05:20.901Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:Families are encouraged to work together in the Kohl s Art Generation Studio. Photo Front Room Photography,file:{url://images.ctfassets.net/uztpv7pl0j6m/5CRf475v41Je9oN8L60WRF/7d7dae77c3c59928984e5f92e9d7751a/Families_are_encouraged_to_work_together_in_the_Kohl_s_Art_Generation_Studio._Photo__Front_Room_Photography.png,details:{size:1932514,image:{width:1080,height:1080}},fileName:Families are encouraged to work together in the Kohl_s Art Generation Studio. Photo_ Front Room Photography.png,contentType:image/png}}},color:teal,imageStyle:Solid Border,imagePosition:right,imageCredit:Photo Credit: Front Room Photography,imageCreditColor:brown}},{entityType:Entity,id:4KEquwy7XyiP0iYIgNSMkR,type:CtaBlock,locale:en-US,fields:{ctaText:Learn More,ctaPath:/life-skills}}}}}},{entityType:Entity,id:1ekvfWWo7fgzxzQMiMqXYr,type:HeroBlock,locale:en-US,fields:{header:MITM Learning Opportunities ,headerColor:red,subheader:More than half a million people have downloaded MITM’s hundreds of resources that help bridge the gap between knowledge and practice. Learn how to take the stress out of challenging behaviors by turning them into opportunities to build life skills. ,subheaderColor:brown,backgroundImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:7uMv5IaAsWr1AQpbXKaCmh,type:Asset,createdAt:2020-01-17T05:17:36.482Z,updatedAt:2020-01-17T05:17:36.482Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:Confetti 1x2,file:{url://images.ctfassets.net/uztpv7pl0j6m/7uMv5IaAsWr1AQpbXKaCmh/56004f89a12dbf0de8f74cb4d9e0f0aa/MITM_Web_1x2_Full.png,details:{size:140539,image:{width:2400,height:4800}},fileName:MITM_Web_1x2_Full.png,contentType:image/png}}},backgroundColor:Gray,size:Large,variant:parallax,ctaText:Learn more,ctaPath:/skill-building-opportunities}},{entityType:Entity,id:3kdr010kmpjL8BXOqaZ9X,type:FeaturedStoriesBlock,locale:en-US,fields:{header:Featured Stories,stories:{entityType:Entity,id:6ZASlBKpuheZTrWHKy1S9r,type:Story,locale:en-US,fields:{title:When to Teach Letters, Colors and Numbers to Babies,author:Ellen Galinsky,slug:when-to-teach-letters-colors-and-numbers-to-babies,categories:Boosting Life Skills,color:green,leadIn:What a wondrous time! Children are born learning and, in these early years, you are laying the foundation for their lifelong learning. And the Life Skill of Making Connections is at the heart of learning.,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:3tzY2M8EROZXR7BeMCRepB,type:Asset,createdAt:2023-05-02T14:40:29.176Z,updatedAt:2023-05-02T14:40:29.176Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:sandy-millar-nuS2GDpCDoI-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/3tzY2M8EROZXR7BeMCRepB/71ad907cbbd2d18aee41258337bf47f2/sandy-millar-nuS2GDpCDoI-unsplash.jpg,details:{size:2898645,image:{width:5184,height:3456}},fileName:sandy-millar-nuS2GDpCDoI-unsplash.jpg,contentType:image/jpeg}}},thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:55Zi2Ia3PrnZXiBsZmRLH3,type:Asset,createdAt:2023-05-02T14:38:55.603Z,updatedAt:2023-05-02T14:39:37.908Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:sandy-millar-nuS2GDpCDoI-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/55Zi2Ia3PrnZXiBsZmRLH3/2fb69413e6d0d0f7fe0e29d1af47e8d6/sandy-millar-nuS2GDpCDoI-unsplash.jpg,details:{size:2312042,image:{width:3456,height:3456}},fileName:sandy-millar-nuS2GDpCDoI-unsplash.jpg,contentType:image/jpeg}}},content:{entityType:Entity,id:7akgx9HMy1j51M9EgYhOoU,type:TextBlock,locale:en-US,fields:{text:*When should I start teaching letters, colors and numbers to my nine-month-old daughter? *\n\nFirst of all, what a wondrous time! Children are born learning and, in these early years, you are laying the foundation for their lifelong learning.\n\nNoting that the brain grows from one pound to its full size in the first five to six years of life, neuroscientist Sam Wang(https://pni.princeton.edu/faculty/samuel-s.-wang) of Princeton University compares brain development to building a house:\n\u003e A baby’s brain is like a house that’s being built. If you think about all the things that babies have happen to them—we feed them, we love them, we talk to them, they have other experiences with other kids, whatever it is that they encounter—all of those are learning experiences. So, there’s this constant construction project where babies and small children are putting together the basic foundations for who they are going to become later.\n\nBecause babies learn so much in these early years—with 700 trillion connections among the neurons in the brain being formed during that time—you’re not alone in wondering when and how to teach kids about letters, colors and numbers.\n\nEven very young children can learn to memorize the names of numbers, letters and colors. What’s important is that they don’t just memorize the words, which they may do to please adults, with little to no understanding of what these concepts mean. When you use everyday moments to help children understand the concepts of colors, letters and numbers, they learn what these ideas mean, and they learn the life skill of Making Connections(https://www.mindinthemaking.org/making-connections).\n\nMaking Connections is at the heart of learning—figuring out what’s the same and what’s different—and sorting these things into categories. Making unusual connections is at the core of creativity. In a world where people can “Google” information, people who can see connections are able to go beyond knowing information to using this information well.\n\n### Be a partner in your child’s explorations and play. \nDuring the early years, kids learn by touching, tasting and playing with everything around them. Get involved, but let your child take the lead in choosing activities and objects that interest her. Instead of taking over or telling your child what to do, be a guide.\n\nRoberta Golinkoff(https://www.childsplay.udel.edu/about-us/roberta-golinkoff/) of the University of Delaware and Kathy Hirsh-Pasek(https://kathyhirshpasek.com) of Temple University have found that children learn more when their parents are involved in what they do:\n\u003e When a parent joins in, we call it “guided play,” and it always elevates the level of play. So, parents shouldn’t feel like they have to stay out and let the kids play on their own—they should join in, but they can’t be the boss. They have to follow the child’s lead and talk about the kind of things that the child is interested in.\n\nThis is where you can add concepts naturally, such as letters, colors and numbers. For example, you can say:\n- “You are playing with the yellow duck in the bath.” \n- “I gave you two pieces of banana.”\n\nEven though your child at nine months is just making sounds as a step into learning to talk, she hears and increasingly understands what you are saying. Over time, she will begin to understand these and other more abstract concepts.\n\n### Build on your child’s interests. \nSam Wang states that the key to learning is play.\n\u003e Play is where active learning takes place—where the baby is engaged or the child is engaged and just wants more and more of that. As long as that element of fun and play are present, then that enhances learning.\n\nPatricia Kuhl(https://ilabs.uw.edu/kuhl/) of the University of Washington adds:\n\u003e As I’ve watched my own child grow, there are various times and various things that light her up. As parents and as caretakers of a whole generation of kids, we have to be tuned into that engagement process.\n\nWhat makes your baby’s eyes light up? Karen Wynn of Yale University finds that adults promote children’s learning on the deepest level when they tap into children’s passion and enthusiasm, then build on it.\n\nThe best way to do that is through back and forth conversations. ‘Take Turns Talk’ are conversations, with and without words.\n\n- __Pay attention__ to where your baby is looking or pointing and describe it: “Do you see the big yellow school bus? Beep beep!” Children are more likely to learn the names of things that they find interesting.\n- __Add on to your child’s ideas.__ Watch her play closely and see if you can help her take it even further. If your child is stacking objects, provide a choice of two different things to add on top: *“Do you want the blue cup or the orange one? You chose the orange cup to stack next. You now have two cups. Let’s see what happens!”*\n\n### Extend your child’s early understanding of big ideas. \nA series of studies over the past three decades has found that early foundations of knowledge and skills emerge in babies’ first months of life. Elizabeth Spelke(https://psychology.fas.harvard.edu/people/elizabeth-s-spelke) of Harvard University describes these as core cognitive capacities that “come online” before they could possibly have been taught, and these capacities need developing.\n\nAs amazing as it may seem, babies are born with an ability to grasp many big ideas like numbers, space, objects, even people! These are the foundations upon which children build learning as they grow and develop.\n\n- __Listen carefully__ to your words when you guide your child’s play. One of the things you do—maybe without even being aware of it—is help your child make connections. In a sentence as simple as: “Look at the big red fire truck,” you help your child connect her experiences to ideas like space, size, numbers and colors.\n- __Play__ finger games or sing songs and nursery rhymes that use numbers and rhyming like “One, Two, Buckle My Shoe” or “The Ants Go Marching.”\n- __Talk__ about math everyday. For instance, when you change your child’s diaper or wash her in the bath, count her fingers and toes. Talk about amounts like “more” and “less” and ideas like “empty” and “full” during meal times.\n- __When watching your child play__ or helping her get dressed, talk about how her body is moving, using words like *“up,” “down.”* This helps her develop her sense of space, a skill she’ll need later for science and math learning.\n\nAs your child grows into her second year and begins to understand these big ideas even more, don’t be surprised if the learning is uneven. Your child may be able to sing a number song and say all of the numbers in order, but if you ask how many pretzels you are holding in your hand, she may say: *“two, five.”* Or, your child may get stuck on a certain color.\nWhenever you say the word color, your child may say: *“yellow.”* Learning these big ideas takes time, but when learned in everyday ways, they’ll have a much deeper meaning.\n\n### Create a supportive environment for learning.\nChildren learn what they see and live, so it’s up to you to create an environment where words, reading, listening and learning are important. Take time in your everyday routines to:\n- __Point out signs, letters and numbers__ at home and on the go. Show your child different street signs or traffic symbols: “There’s the red stop sign. It tells all of the cars to stop.” This helps her make connections between letters, words and what they stand for, an important piece of early literacy learning.\n- __Tell stories and sing songs.__ Encourage your child’s love of language by using lots of descriptive words, telling favorite stories over and over, and exploring the rhythm and music of song. Make a family story time part of your day.\n,layout:Normal,measure:lg,alignment:left,position:center}}}},{entityType:Entity,id:57MDsXC4QTRqfPsuLPjY59,type:Story,locale:en-US,fields:{title:Perspective Taking: Reducing Conflict in Children: Lessons from Larry Aber,author:Ellen Galinsky,slug:perspective-taking-reducing-conflict-in-children-lessons-from-larry-aber,categories:Latest Research,Boosting Life Skills,color:orange,leadIn:J. Lawrence (Larry) Aber wanted to know: What are the roots of aggression in children? When in a child’s life is aggression likely to flare up? Does it continue to escalate or can it be prevented, and if so, how? In other words, can more constructive ways of dealing with conflict be taught?,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:7melWsab5FzolnS4txMxCW,type:Asset,createdAt:2023-04-13T14:27:27.082Z,updatedAt:2023-04-13T14:28:00.751Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:bruno-nascimento-huswdBT2DtY-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/7melWsab5FzolnS4txMxCW/d728805f1bada23fa6783a85ef962ad8/bruno-nascimento-huswdBT2DtY-unsplash.jpg,details:{size:1908840,image:{width:3747,height:3747}},fileName:bruno-nascimento-huswdBT2DtY-unsplash.jpg,contentType:image/jpeg}}},thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:7melWsab5FzolnS4txMxCW,type:Asset,createdAt:2023-04-13T14:27:27.082Z,updatedAt:2023-04-13T14:28:00.751Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:bruno-nascimento-huswdBT2DtY-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/7melWsab5FzolnS4txMxCW/d728805f1bada23fa6783a85ef962ad8/bruno-nascimento-huswdBT2DtY-unsplash.jpg,details:{size:1908840,image:{width:3747,height:3747}},fileName:bruno-nascimento-huswdBT2DtY-unsplash.jpg,contentType:image/jpeg}}},content:{entityType:Entity,id:7LgrDyqspViAwgTV7m5ad2,type:TextBlock,locale:en-US,fields:{text:J. Lawrence (Larry) Aber(https://steinhardt.nyu.edu/people/j-lawrence-aber)’s studies provide important insights into reducing conflict and aggression in children, an issue of great importance in our conflict-laden world. But I am also sharing his story because it illustrates the principle that in research—as in life—there can be many missteps before the right path is found.\n\nIn fact, this is one of the things that I most love about conducting research myself: it is an adventure. Like scaling a mountain peak or kayaking in rough waters, the researcher sets out on a journey, armed with experience and knowledge, but never fully knowing what he or she might find. Sometimes the path is clear, but usually it’s fraught with uncertainty, unexpected challenges, and wrong turns.\n\nThe experiences of Larry Aber of New York University illustrate this point. In studying aggression in children, Larry Aber had findings from his and others’ research, but they weren’t very strong findings. So he too kept looking.\n\nAber has been especially interested in aggression in younger children because it can escalate into greater aggression during the teen and adult years—and interfere with children’s learning. He wanted to know: What are the roots of aggression in children? When in a child’s life is aggression likely to flare up? Does it continue to escalate or can it be prevented, and if so, how? In other words, can more constructive ways of dealing with conflict be taught? He says:\n\u003e Children who get in fights with other children, children who disobey—who are constantly in conflict with other children and teachers—are on a path where they’re not learning now and they’re going to learn less in the future.\n\nThe focus of the early research was that children who were aggressive simply hadn’t learned constructive ways to solve problems. As Aber says:\nWhen one child pushes another, the early thinking was that children who responded aggressively to that push had an impoverished repertoire of options—they only knew how to push back or to push harder.\n\nAs a result, there were 20 years of attempts to improve children’s “repertoire” of problem-solving skills. Did these efforts yield results? Yes, but “only a little bit,” according to Aber. So the question became why.\n\nBuilding on the prior laboratory work of Kenneth Dodge(https://earlylearningnation.com/2019/04/kenneth-a-dodge-understanding-preventing-violent-behaviors-in-children/), Aber and his colleagues began to investigate what goes on in children’s minds when they are provoked. To do so, they asked children how they would respond to ambiguous hypothetical situations—such as one child bumping into another in a school cafeteria and spilling a drink on the second child. Which children would decide to push back harder? And which children would decide to use other problem-solving skills, and why?\n\nThey discovered a missing link, a link they call an “appraisal process.” In the spilled-drink scenario above, for example, the child who has been bumped makes an immediate assessment of the situation, such as: Maybe this kid doesn’t like me? Maybe this kid is trying to hurt me?\nFor the children who assume that others are out to get them, having skills to handle conflict are relatively worthless. They have what researchers call “a hostile attribution bias.” These words are a mouthful, but what they mean is that some children immediately interpret ambiguous situations as hostile. When there isn’t enough information to be certain, they jump to conclusions.\n\nGiven this insight, efforts to curb aggression in children of all ages have moved to include what Larry Aber calls “attributional retraining;” that is, helping children step back when something happens to them and make sense of the situation. Teachers using this approach help children gain perspective on the situation, to realize that they don’t have enough information to know why they were bumped, and to look for clues to understand whether this was an accident or a hostile act.\n\nLarry Aber and his colleagues have experimented with how teachers can teach appraisal skills in order to reduce aggression. Their research holds many lessons.\n\nIn their first studies, they followed children from the first through the sixth grades in the New York City public schools. They picked this period in childhood because they’ve found that aggression can escalate during this time. Initially, they evaluated a curriculum called the Resolving Conflict Creatively Program (RCCP)(https://nyuscholars.nyu.edu/en/publications/resolving-conflict-creatively-evaluating-the-developmental-effect), developed by Educators for Social Responsibility. This curriculum teaches children appraisal skills—how to figure out someone else’s intention. It also shows children that they have choices about how they handle conflict and gives them skills for making those choices in their everyday lives. Not surprisingly, Aber found that the more RCCP lessons children were taught, the more competently they handled conflict.\n\nBut Aber suspected that the results could be even stronger, so they began work on a second series of evaluation studies in the New York public schools with a successor program to RCCP called the 4 Rs Program—Reading, Writing, Respect and Resolution. This program doesn’t separate teaching children to handle conflict from other kinds of academic teaching; it combines what I see as social, emotional and intellectual (SEI) skills. Each unit is based on a children’s book selected for its literary quality and its relevance to the theme. \n\nThrough discussions, writing exercises and role-play, children explore the meaning of the book, learn how to appraise complex situations and then are taught how to resolve conflicts in these situations.\n\nThe early results of this research are even more promising. Children are less likely to jump to conclusions about others’ behavior. Their mental health is better. And the reading scores for those who initially showed the most substantial behavioral problems have improved.\n\nAber’s research further confirms that children need to learn how to figure out the intent and perspectives of others when they’re in conflicts. Once you’ve helped children do that, as he puts it, “you’ve opened the gate to them using problem-solving skills—that also needed to be developed.” He says: \That is an issue of learning; it is not just a side affair. That affects the environment in which children learn.\ \n\nThis story is taken from Mind in the Making. \n,layout:Normal,measure:lg,alignment:left,position:center}}}},{entityType:Entity,id:1o6qBEZX1fpYRjjpHm4d0H,type:Story,locale:en-US,fields:{title:Focus and Self Control . . . Maybe as Important as IQ,author:Ellen Galinsky,slug:focus-and-self-control-maybe-as-important-as-iq,categories:Boosting Life Skills,From the Field,color:red,leadIn:Our behavior can be guided by our accumulated knowledge. That’s the beauty and the purpose of executive functions: they enable us to control ourselves, to reflect deeply, and to consider things from multiple points of view.\n,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:6krn1eKFi7MzTP0w0xiQHi,type:Asset,createdAt:2023-04-12T17:45:47.630Z,updatedAt:2023-04-12T17:45:47.630Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:alina-grubnyak-tEVGmMaPFXk-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/6krn1eKFi7MzTP0w0xiQHi/3874c82a0df690b374f6d2a5de2a9df0/alina-grubnyak-tEVGmMaPFXk-unsplash.jpg,details:{size:450016,image:{width:1623,height:1623}},fileName:alina-grubnyak-tEVGmMaPFXk-unsplash.jpg,contentType:image/jpeg}}},thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:6krn1eKFi7MzTP0w0xiQHi,type:Asset,createdAt:2023-04-12T17:45:47.630Z,updatedAt:2023-04-12T17:45:47.630Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:alina-grubnyak-tEVGmMaPFXk-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/6krn1eKFi7MzTP0w0xiQHi/3874c82a0df690b374f6d2a5de2a9df0/alina-grubnyak-tEVGmMaPFXk-unsplash.jpg,details:{size:450016,image:{width:1623,height:1623}},fileName:alina-grubnyak-tEVGmMaPFXk-unsplash.jpg,contentType:image/jpeg}}},content:{entityType:Entity,id:4SIA3WglWD4RrWn09gX3y0,type:TextBlock,locale:en-US,fields:{text:### Focus and Self Control . . . Maybe as Important as IQ\n\nJeanne Brooks-Gunn(https://www.tc.columbia.edu/faculty/jb224/) of Columbia University and a group of other academics reviewed six studies(https://pubmed.ncbi.nlm.nih.gov/18020822/) that followed children over time, offering a rare opportunity to evaluate what kinds of skills or knowledge acquired early in life matter most to children’s later success. They compared children’s school achievement in math and reading between the ages of eight and thirteen to assessments of these same children when they were between ages four and six.\n\nWhat did they conclude? Out of literally hundreds of analyses, only three skills that children had when they entered school were strongly related to their later success in reading and math. Two are obvious: the children who had good math and reading skills when they entered school\nhad good math and reading skills years later. \n\nBut the third skill is less obvious. It was attention skills—the more penetrating our attention, the richer and deeper our learning. As Brooks-Gunn says:\n\u003e Attention skills allow children to focus on something in a way that maximizes the information they get out of it.\n\nAdele Diamond(https://psychiatry.ubc.ca/adele-diamond/) of the University of British Columbia has been a pioneer in studying what scientists call the executive functions of the brain—because these are the brain functions we use to manage our attention, our emotions, and our behavior in pursuit of our goals. She believes that executive functions predict children’s success as well as—if not better than—IQ tests:\n\u003e Executive functions are different than what people usually think of when they think of IQ. Typical traditional IQ tests measure what’s called crystallized intelligence, which is mostly your recall of what you’ve already learned—like what’s the meaning of this word, or what’s the capital of that country? What executive functions tap is your ability to use what you already know—to be creative with it, to problem-solve with it—so it’s very related to fluid intelligence, because that requires reasoning and using information. There’s a big overlap between fluid intelligence and executive functions.\n\nExecutive functions, which emerge during the preschool years and don’t fully mature until early adulthood, appear to have a bearing on school success, too:\n\u003e If you look at what predicts how well children will do later in school, more and more evidence is showing that executive functions—working memory and inhibition—actually predict success better than IQ tests.\n\nPhilip David Zelazo(https://innovation.umn.edu/child-lab/) of the University of Minnesota, also a leading researcher studying executive functions of the brain, sees more of an overlap between IQ and executive functions. For example, we might not do well on an IQ test because we’re distracted and can’t pay attention. Also, having a good working memory matters in both IQ and executive functions. Like Diamond, Zelazo notes that executive functions enable us to use our knowledge:\n\u003e If you ask what is the difference between these two constructs, I think it would be that it is possible to have knowledge of what one’s supposed to do—but for various reasons to have difficulty acting in light of that knowledge.\n\nExecutive functions take place in the prefrontal cortex of the brain. I love the term that Stanislas Dehaene(https://www.unicog.org) uses to describe this part of the brain—*a global neuronal workspace*:\n\u003e It’s a theoretical construct, but the human brain contains a set of areas that are much more tightly interconnected to each other—like hubs in airports.\n\nThe prefrontal cortex is responsible for the ability to exchange information across the high-level areas of the brain, Dehaene says, so that our behavior can be guided by our accumulated knowledge. \n\nThat’s the beauty and the purpose of executive functions: they enable us to control ourselves, to reflect deeply, and to consider things from multiple points of view.\n,layout:Normal,measure:lg,alignment:left,position:center}}}},{entityType:Entity,id:4Jl5bNTM2Hp3GEyKA03NtW,type:Story,locale:en-US,fields:{title:When Should We Begin Promoting Focus and Self Control?,author:Ellen Galinsky and the MITM Team,slug:when-should-we-begin-promoting-focus-and-self-control,categories:Boosting Life Skills,color:teal,leadIn:The skill of focus and self control begins to develop in the early childhood years, but it doesn’t fully become established until the later teen and early adult years. The prefrontal cortex is among the last parts of the brain to mature. ,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:cdz9AzLnSa0FoAfEpLVm8,type:Asset,createdAt:2023-04-04T15:21:01.766Z,updatedAt:2023-04-04T15:21:59.655Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:cdc-UqTrGSohyCs-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/cdz9AzLnSa0FoAfEpLVm8/8bf51d091c9d2c702e64cda8e0bcd78f/cdc-UqTrGSohyCs-unsplash.jpg,details:{size:1393928,image:{width:2832,height:2832}},fileName:cdc-UqTrGSohyCs-unsplash.jpg,contentType:image/jpeg}}},thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:cdz9AzLnSa0FoAfEpLVm8,type:Asset,createdAt:2023-04-04T15:21:01.766Z,updatedAt:2023-04-04T15:21:59.655Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:cdc-UqTrGSohyCs-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/cdz9AzLnSa0FoAfEpLVm8/8bf51d091c9d2c702e64cda8e0bcd78f/cdc-UqTrGSohyCs-unsplash.jpg,details:{size:1393928,image:{width:2832,height:2832}},fileName:cdc-UqTrGSohyCs-unsplash.jpg,contentType:image/jpeg}}},content:{entityType:Entity,id:48mRa5ueyjUvMz9kMUs4aE,type:TextBlock,locale:en-US,fields:{text:## When Should We Begin Promoting Focus and Self Control?\n\nThe skill of focus and self control begins to develop in the early childhood years, but it doesn’t fully become established until the later teen and early adult years. The prefrontal cortex is among the last parts of the brain to mature. Adele Diamond(https://psychiatry.ubc.ca/adele-diamond/) says she is repeatedly asked:\n\n\u003e How can you say that a three-year-old or a four-year-old is capable of any kind of executive function? The prefrontal cortex is too immature. The analogy I like to use is: Think about a two-year-old’s legs. Your legs at age two are not at their full adult length; it may take ten or fifteen years to reach their full adult length—they’re very immature. But even with those immature legs, a two-year-old can walk; a two-year-old can even run. So the legs, even in their immature two-year-old state, are capable of serving a lot of the functions that legs are supposed to serve.\n\nShe concludes:\n\n\u003e An immature prefrontal cortex is capable of supporting a lot of the functions it’s supposed to support. So even babies, toddlers, and kindergarten children are capable of exercising executive functions to some extent.\n\n## How Can Focus and Self Control Be Improved?\n\nI find Adele Diamond’s analogy to walking and running very logical. How well would we walk and run if we weren’t allowed to do so until our legs were fully grown? When we see children crawling, pulling themselves to stand, and demonstrating other cues of readiness, don’t we naturally encourage them to strengthen and train their muscles, nerves, and bones to perform these complex skills by helping them to (literally) take “baby steps”? It should be no different with the skills of focus and self control—and the good news is, it’s possible.\n\nIt’s a fast-moving modern world and we’re easily distracted, but staying on task is important. Focus and Self Control involves Executive Functions of the brain. These are the skills used to manage our attention, our emotions and our behavior in order to meet goals. These skills begin to develop when children reach preschool age and continue to develop through the school-age years and into adulthood.\n\n## Children learn to focus over time and with practice.\n\n### Be aware of typical child development. \nYour preschooler is still working on developing the skill of attention and self-control. At this age, it’s common for children to get distracted or disinterested in an activity.\n### Watch your child and ask questions. \nTo learn how to help him develop focus and self-control, it’s important to understand what your child is telling you with his behavior. Be a detective and watch your child in these moments. Ask yourself questions like:\n### Praise your child’s strategies. \nAt the Bing Nursery School at Stanford University(https://bingschool.stanford.edu), when children are given a hard puzzle, teachers reinforce the children’s problem-solving strategies using words like: *“Look, you turned that piece around and around to see where it would fit.”* Although the children struggled, they didn’t give up. Based on studies of what helps children continue to work hard in the face of challenges, parents and other adults praised their efforts or strategies, not their personalities or intelligence.\n\nWhen you recognize your child’s strategies, regardless of the length of time he spends on an activity, you encourage him to keep trying, even when things are hard. Tell your child things like:\n\n*“You were using the materials so creatively on that picture. I wonder if you can finish it.”* \n\n*“It looked like you were matching colors on that puzzle. Can you show me how?”*\n### Encourage exploration. \nYour child is still exploring the world through his senses and testing out his ideas. This exploration may seem chaotic to you, but your child may be taking the lead in his own learning. Here are some things to do with him to promote Focus and Self Control:\n\n1. __Extend your child’s learning__ by looking for toys or reading material that build on his interests. Make sure to rotate these items so he doesn’t get bored. He’s more likely to stay focused when he’s fascinated by something.\n2. __Limit distractions.__ Don’t put too many toys out at once. In addition, eliminate distractions. The studies of Daniel Anderson of the University of Massachusetts at Amherst showed that children are more unfocused when the television is on, even it is in the background.\n3. __Offer a variety of ways for expression.__ Does he prefer to write, draw, sing or have hands-on experiences? When he’s engaged, he’s more likely to be motivated and pay attention.\n4. __Promote your child’s curiosity__ by asking lots of questions and encouraging him to ask them, too. “Wh” questions, like “who,” “what,” “why,” and “when” are great prompts for discussions.\n\nDoing things over and over helps build your child’s memory. Even if he only plays with the same puzzle for a few minutes at a time, he’s learning to master a task while building his abilities to focus and remember.\nThe more experiences your child has, especially with things that interest him, the more likely he is to build skills of focus, memory, creative thinking and self control.\n\n### Play games that promote Focus and Self Control. \nThe more experiences your child has, especially with things that interest him, the more likely he is to build skills of focus, memory, creative thinking and self-control.\n- Play games like “I Spy,” “Simon Says,” and “Red Light/Green Light.”\n- Play games with rules, like board games and sports.\n\nEven when you play pretend with your child, he is required to use his Focus and Self Control to stay true to his character and his memory to recall what he is supposed to do.\n,layout:Normal,measure:lg,alignment:left,position:center}}}},{entityType:Entity,id:5TfQ6G0hoPx84nzfGl24VC,type:Story,locale:en-US,fields:{title:Praising Children,author:Mind in the Making,slug:praising-children,categories:Boosting Life Skills,Latest Research,color:orange,leadIn:Question: I have read that praising my child is important for her self-esteem, \u2028but then I have also read that too much praise can spoil my child. I’m confused. How should I praise my child?,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:7xc4ewXSqibFgK5BmdhsMe,type:Asset,createdAt:2023-03-30T15:05:30.196Z,updatedAt:2023-03-30T15:06:38.362Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:guillaume-de-germain-Wl33GJPJYTo-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/7xc4ewXSqibFgK5BmdhsMe/568851387b8d3736ccf222b783e7d97d/guillaume-de-germain-Wl33GJPJYTo-unsplash.jpg,details:{size:1507893,image:{width:2544,height:2544}},fileName:guillaume-de-germain-Wl33GJPJYTo-unsplash.jpg,contentType:image/jpeg}}},thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:7xc4ewXSqibFgK5BmdhsMe,type:Asset,createdAt:2023-03-30T15:05:30.196Z,updatedAt:2023-03-30T15:06:38.362Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:guillaume-de-germain-Wl33GJPJYTo-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/7xc4ewXSqibFgK5BmdhsMe/568851387b8d3736ccf222b783e7d97d/guillaume-de-germain-Wl33GJPJYTo-unsplash.jpg,details:{size:1507893,image:{width:2544,height:2544}},fileName:guillaume-de-germain-Wl33GJPJYTo-unsplash.jpg,contentType:image/jpeg}}},content:{entityType:Entity,id:2WDpkKq9BIp8mkIIkOtyfy,type:TextBlock,locale:en-US,fields:{text:### Praising Children\n\n\u003e __Question:__ I have read that praising my child is important for her self-esteem, but then I have also read that too much praise can spoil my child. I’m confused. How should I praise my child?\n\nKids are amazing and it’s easy to find ways to authentically praise your child while, at the same time, promote the life skill(https://www.mindinthemaking.org/life-skills) of Taking on Challenges.\n\nTaking on Challenges:(https://www.mindinthemaking.org/challenges) Life is full of stresses and challenges. Children who are willing to take on challenges (instead of avoiding them or simply coping with them) do better in school and in life.\n\nWe typically think that children who are praised a lot will feel better about themselves, but this is not necessarily true. It’s how we praise children that matters. Carol Dweck of Stanford University found that adults who praise children for their personality (“you are smart” or “you are so talented”) develop what she calls a fixed mindset. They begin to believe that these characteristics are inborn and can’t be changed. \n\nAs a result, they want to hold onto these labels and then become less willing to try things that are hard, where they might not seem as smart. On the other hand, children who are praised for their effort (“you tried so hard”) or their strategies (“you figured out how to put on your sock by yourself”), develop a growth mindset, where they see their abilities and intelligence as something that can be changed.\n\nChildren who hold a growth mindset are more likely to try really hard in the face of challenges.\n\nPraise effort and strategies, not intelligence or personality. \nRather than praising your child’s personality or intelligence (“You’re so ‘artistic’ or ‘athletic’”), criticizing him or her (“You’re lazy”), or attributing their accomplishments to luck, instead praise your child’s efforts or strategies. When your child sees that she or he can try and learn something new, your child will learn to feel good about herself.\n\nHelp your daughter set her own challenging goals and to work toward them. \nTaking on Challenges includes believing that we can do things even when they are hard. Encouraging her when she’s working hard toward meaningful goals is important. It’s best not to praise your child all of the time for everything because the praise becomes less special and thus has less impact. Children will learn to work diligently on a goal when they are intrinsically motivated rather than doing something for approval.\n\n### 1. Be a role model and promote curiosity. \nSet goals and work toward them and share your experiences, strategies and feelings about the process with your child. It’s important to share why you are working toward the goals (personal satisfaction, new knowledge, etc.) so your child can see that praise is not the reward, but rather, the experience and process.\n\nThe American Academy of Pediatrics suggests the importance of setting appropriate expectations for success.\n\n### 2. Set appropriate expectations. \nSetting expectations for goals that are not too low or too high is critical to developing competence and confidence. If you are overprotecting your child, and she is too dependent on you, or if expectations are so high she’ll never can succeed, she may feel powerless and incapable of controlling the circumstances in her life.\n\n### 3. Help your child find ways to contribute. \nSelf-esteem is a key feature of leading a fulfilling life. Children develop a positive \u2028sense of self if they think they’re making a contribution. Help your child find things to \u2028do that makes her feel good, like taking care of the dog or making a card for someone who feels sick.\n\n©2023 Mind in the Making,layout:Normal,measure:lg,alignment:left,position:center}}}},{entityType:Entity,id:3dYgbsBaiBet5JzQmjJYNQ,type:Story,locale:en-US,fields:{title:Mind in the Making and Amazing Babies,author:Ellen Galinsky,slug:mind-in-the-making-and-amazing-babies,categories:From the Field,Latest Research,color:red,leadIn:Babies’ capacities are truly amazing, but even more amazing is that we now know how to take advantage of these capacities to help babies and their older sisters and brothers develop the essential life skills that will serve them throughout their lives.,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:3HLXoMzGzDl5f7hkI4nH7v,type:Asset,createdAt:2023-03-28T14:52:04.340Z,updatedAt:2023-03-28T14:52:59.271Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:marisa-howenstine-Cq9slNxV8YU-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/3HLXoMzGzDl5f7hkI4nH7v/bd6354cf3861be8d84bbad3620ff11e4/marisa-howenstine-Cq9slNxV8YU-unsplash.jpg,details:{size:4366477,image:{width:3744,height:3744}},fileName:marisa-howenstine-Cq9slNxV8YU-unsplash.jpg,contentType:image/jpeg}}},thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:3HLXoMzGzDl5f7hkI4nH7v,type:Asset,createdAt:2023-03-28T14:52:04.340Z,updatedAt:2023-03-28T14:52:59.271Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:2,locale:en-US},fields:{title:marisa-howenstine-Cq9slNxV8YU-unsplash,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/3HLXoMzGzDl5f7hkI4nH7v/bd6354cf3861be8d84bbad3620ff11e4/marisa-howenstine-Cq9slNxV8YU-unsplash.jpg,details:{size:4366477,image:{width:3744,height:3744}},fileName:marisa-howenstine-Cq9slNxV8YU-unsplash.jpg,contentType:image/jpeg}}},content:{entityType:Entity,id:4KK8jrLwQDHpS1TH0JuWM7,type:TextBlock,locale:en-US,fields:{text:__An Exercise: What Is Life Like Today?__\n*Think about some words that describe what life is like today. What words come to mind?*\n\nDid your words reflect the challenges of living in a complicated, distracting world? Did you think of words that describe feelings of being rushed, time starved, of having too much to do and not enough time to do it? Did you focus on the uncertainties, the changes that ricochet in our economic systems, or the volatility of relationships in a diverse and unpredictable world? Did you focus on the moments that give you pleasure, large and small?\n\nLife today can be all of these things—complex, distracting, fast moving, 24-7, and stressful. It is also joyful and full of exciting possibilities.\n\nWe know that if it is this way for us, it is only going to be more so for our children. We all want the best for our children, but how do we help them not only survive but thrive, today and in the future?\n\nIt is clear that there is information children need to learn—facts, figures, concepts, insights, and understandings. But we have neglected something that is equally essential—children need life skills.\n\nWhat do I mean by skills? Take the words often used to describe the world: complicated, distracting. Or the words about time: 24-7, rushed, time starved, too much to do and not enough time to do it. To navigate this world, children need to focus, to determine what is important and to pay attention to this, amid many distractions. __Focus__ is one of the essential skills we need to promote in our children.\n\nOr take the words used to describe the complexity of life in an uncertain, even volatile world. Another essential skill is the ability to understand others’ perspectives—__perspective taking__—despite whether we end up agreeing or disagreeing with them.\n\nThere are three essential points about these life skills:\n\n1. These skills are not only important for children; we as adults need them just as much as children do. And, in fact, we have to practice them ourselves to promote them in our children. That’s why I call them life skills.\n3. We don’t need expensive programs, materials, or equipment to promote these skills. We can promote them in everyday ways through the everyday fun things we do with children.\n5. It is never too late to help children learn these life skills, no matter what their ages.\n\nSo many books for parents make us feel guilty or that we have made mistakes. Mind in the Making is not a guilt trip but a way that helps us understand children’s development in new ways, with hundreds of to-do suggestions. These are the conclusions I have drawn from my own research, from spending more than eight years interviewing more than seventy researchers on children, and from reading more than a thousand studies to write *Mind in the Making*.\n\n### __Amazing Babies__\nOne theme from the research on children and learning is that babies’ brains appear to be wired to help them understand and know about the world in specific ways, and that this learning begins long before babies can be taught this kind of knowledge. Babies four months short of their first birthdays already have what I call a language sense: they can detect statistical patterns in which sounds go together in their native language (or languages) to determine the beginnings and endings of words in a “sea of sounds,” as the studies of Jenny Saffran of the University of Wisconsin show.\n\nSince babies that young can’t talk, how can researchers possibly know this? Babies—like all of us—are drawn to anything new. So the researcher gives babies something to listen to or look at that is new to them and they look or listen until they get bored. At that point, the researcher presents them with other things to listen to or look at and can tell from the babies’ reactions which things the babies view as new (measured by longer listening or looking times) and which they see as familiar (measured by shorter listening or looking times).\n\nSo when Jenny Saffran and her colleagues presented babies with a made-up language and, in subsequent studies, with a language they didn’t know, they found that babies seem to use an almost statistical-like process to learn that certain sounds are likely to follow other sounds in that language.\n\nAs a result, the babies became bored with and stopped listening to the made-up or the unfamiliar language after a while, but showed renewed interest when they were presented with new combinations of sounds.\n\nSimilar studies have shown that infants six months old and even younger have a number sense: they can detect the difference between large and small numbers of things—such as the difference between eight and sixteen dots, or the difference between a large and a small number of times that a puppet jumps or a car honks its horn, as seen in the studies of Elizabeth Spelke and her colleagues of Harvard University.\n\n__And they have what I call a people sense:__ they focus on people’s intentions rather than seeing what people do as random movements in space, as shown by the studies of Amanda Woodward of the University of Maryland. By six months, they can tell the difference between who’s helpful\nand who’s not, which Kiley Hamlin, Karen Wynn, and Paul Bloom of Yale demonstrate by showing the children a puppetlike show where a round circle with big eyes tries to reach the top of a hill and is helped up to the top by a square but pushed down the hill by a triangle.\n\nAfter the children view the show, an experimenter who doesn’t know what has happened in the experiment (so as not to influence the babies) enters and places the triangle and the square on a tray in front of the baby to see which one he or she reaches for. Will the six-month-old reach for the character that helped the circle achieve its goal (the helper) or the character that prevented the circle from achieving its goal (the hinderer), or is there no pattern to the babies’ choices? Of course, the researchers sometimes used the triangle as the helper and the square as the hinderer. \n\nHamlin says: \n\n\u003e We found impressively that almost one hundred percent of the babies in a number of different studies preferred the more positive character. \n\nYes, babies’ capacities are truly amazing, but even more amazing is that we now know how to take advantage of these capacities to help babies and their older sisters and brothers develop the essential life skills that will serve them throughout their lives.\n\n©2023 Mind in the Making,layout:Normal,measure:lg,alignment:left,position:center}}}},{entityType:Entity,id:55NvSVvP84fGBXhk3E2Wa5,type:Story,locale:en-US,fields:{title:Mind in the Making is Joining Families \u0026 Work Institute,author:Ellen Galinsky,slug:mind-in-the-making-is-joining-families-and-work-institute,categories:News \u0026 Updates,color:teal,leadIn:A Letter from Ellen Galinsky, Founder of Mind in the Making,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:3JUfpI23vKATjO7pIZpQtW,type:Asset,createdAt:2022-09-26T19:48:01.410Z,updatedAt:2022-09-26T19:48:01.410Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:MITM+FWI,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/3JUfpI23vKATjO7pIZpQtW/3f835e1f68b56186d3df0717104e8ff8/MITM_FWI.png,details:{size:125551,image:{width:2520,height:896}},fileName:MITM+FWI.png,contentType:image/png}}},thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:4V88n3OORz9ZdQOQvsrZu4,type:Asset,createdAt:2022-09-26T19:57:59.251Z,updatedAt:2022-09-26T19:57:59.251Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:mitm+FWI,description:,file:{url://images.ctfassets.net/uztpv7pl0j6m/4V88n3OORz9ZdQOQvsrZu4/d68a89dc04cf7324667e0637b8340c22/MITM_FWI-thumbnail.png,details:{size:214884,image:{width:1634,height:1634}},fileName:MITM+FWI-thumbnail.png,contentType:image/png}}},content:{entityType:Entity,id:pWKsWqJbX8zCZc8gweSWL,type:TextBlock,locale:en-US,fields:{text:*A Letter from Ellen Galinsky, Founder of Mind in the Making:*\n\nOn September 30, 2022, Mind in the Making is joining Families and Work Institute(https://www.familiesandwork.org/) (FWI).\n\nGiven the pandemic and rapidly changing landscape, this move presents an important opportunity both for the MITM team and me personally to take on new research on the major issues of our times as well as on early childhood and youth voice.\n\nThe transition to FWI—a nonprofit, non-partisan research organization and think tank I co-founded in 1989 to focus on the changing workforce/workplace and changing families and their children—will also allow me to expand my own research projects around civic science.\n\nOne of the first endeavors is a partnership with the University of Minnesota. Starting in fall 2022, I will serve as co-director of a forthcoming Civic Science Center alongside Philip David Zelazo, PhD, Nancy M. and John E. Lindahl Professor, Institute of Child Development, University of Minnesota. The new Center aims to be the “go to” place for understanding and promoting the development of executive function skills and related essential life skills in children, adolescents, parents and practitioners who work with them.\n\n“Ellen Galinsky has a distinguished history of working directly with communities to address some of society’s most pressing problems,” said Zelazo. “Together we will coordinate research, policy and practices to close opportunity and achievement gaps by helping children and youth succeed in school and in life.”\n\nI am proud of the work we’ve accomplished during the past six years at the Bezos Family Foundation. Our team forged new state and national partnerships to share the science of early learning, created new actionable resources to promote executive function-based life skills within children and adults and developed soon-to-be-released digital learning modules that will greatly increase the accessibility of our early childhood training.\n\nAs Mike Bezos, Vice President of the Bezos Family Foundation shared, “Ellen Galinsky and the entire MITM team have been valuable contributors to our investments in the science of learning and the experiences that youth need to thrive. The Foundation remains as committed as ever to fueling and amplifying research. We look forward to exploring opportunities to work together with MITM in the future where our individual missions intersect.”\n\nPlease stay updated on our work as it evolves by following us on Facebook(https://www.facebook.com/Mindinthemaking/) and Twitter(https://www.twitter.com/Mindinthemaking/)!\n\nWith gratitude,\n\nEllen\n\nAuthor, *Mind in the Making* and *The Breakthrough Years* (forthcoming),layout:Normal,measure:lg,alignment:left,position:center}}}},{entityType:Entity,id:5bIF4toCZZ1wecFUyiqg2N,type:Story,locale:en-US,fields:{title:A Seismic Shift: Economic Policy is Child Development Policy,author:Ellen Galinsky \u0026 Elyse Rowe,slug:a-seismic-shift-economic-policy-is-child-development-policy,categories:From the Field,News \u0026 Updates,color:purple,leadIn:Were pleased to share this interview with Dr. Larry Aber. On March 11, the American Rescue Plan Act was signed into law. Several elements of this time-limited legislation have been widely heralded as having the potential to cut child poverty in half.,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:1CA1FRRIvcviI6kF1Y1qwV,type:Asset,createdAt:2021-03-29T18:52:26.583Z,updatedAt:2021-03-29T18:52:26.583Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:Dr-Larry-Aber,file:{url://images.ctfassets.net/uztpv7pl0j6m/1CA1FRRIvcviI6kF1Y1qwV/e623cff5888424f6fff6732c67b2d920/Dr-Larry-Aber.jpg,details:{size:99652,image:{width:350,height:384}},fileName:Dr-Larry-Aber.jpg,contentType:image/jpeg}}},thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:1CA1FRRIvcviI6kF1Y1qwV,type:Asset,createdAt:2021-03-29T18:52:26.583Z,updatedAt:2021-03-29T18:52:26.583Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:Dr-Larry-Aber,file:{url://images.ctfassets.net/uztpv7pl0j6m/1CA1FRRIvcviI6kF1Y1qwV/e623cff5888424f6fff6732c67b2d920/Dr-Larry-Aber.jpg,details:{size:99652,image:{width:350,height:384}},fileName:Dr-Larry-Aber.jpg,contentType:image/jpeg}}},content:{entityType:Entity,id:3uQbp4Zbz92fDWaocLY8rR,type:TextBlock,locale:en-US,fields:{text:*Dr. Aber is an advisor to Mind in the Making and Bezos Family Foundation’s other early learning program, Vroom. He has been a tireless advocate and researcher on poverty-reduction strategies for more than three decades. He was also on the 15-person panel that advised on the groundbreaking 2019 National Academies of Sciences, Engineering and Mathematics report: A Roadmap to Reducing Child Poverty.*\n\nOn March 11, the American Rescue Plan Act was signed into law. Several elements of this time-limited legislation have been widely heralded as having the potential to cut child poverty in half(https://www.seattletimes.com/business/rescue-aid-package-may-reduce-inequality-but-for-how-long/). Within the bill, the 2021 Child Tax Credit provisions have been described as a “revolutionary in the way the U.S. government regards minors.(https://www.nytimes.com/2021/03/09/podcasts/the-daily/economic-stimulus-child-tax-credit.html)” In short, this law:\n\n- Increases the maximum annual credit from $2,000 per child under 17 to $3,000 per child (under 18) or $3,600 (children younger than 6) for 2021. \n- Makes the credit fully refundable. While the 2020 tax credit was partially refundable (the credit offset taxpayers’ tax liability), the 2021 credit is fully refundable. This means the credits can take tax liability below zero and this amount is refunded in cash to the taxpayer.\n- Advance funds to eligible taxpayers on a monthly basis rather than at the end of the year.\n\nTo learn more about the research behind this approach, Elyse Rowe, director of communications and Ellen Galinsky, chief science officer at the Bezos Family Foundation sat down with internationally recognized expert in child development and social policy, Dr. Lawrence Aber(https://steinhardt.nyu.edu/people/j-lawrence-aber) of New York University. Among his many accomplishments, Dr. Aber previously served as director of the National Center for Children in Poverty at Columbia University and was part of the panel for the National Academies of Sciences, Engineering and Mathematics groundbreaking 2019 report: A Roadmap to Reducing Child Poverty(https://www.nap.edu/catalog/25246/a-roadmap-to-reducing-child-poverty), which was instrumental to the passage of 2021 Child Tax Credit provisions. Hes also an advisor for Bezos Family Foundations early learning programs.\n\n---\n\n__Question: You have researched issues related to child poverty for over 30 years. Can you tell us about the role research has played in supporting this new policy approach?__\n\nBack in the mid-1990’s, when I was the Director of the National Center for Children and Poverty, one could only dream of drawing upon a set of clear and strongly evidence-based policy ideas that could actually improve the problem of childhood poverty dramatically. \n\nSince then, there’ve been hundreds of researchers in the country, myself included, who have been working on this in one way or another. These studies included: 1) descriptive, “accounting“ studies showing that investments can actually lead to, or at least be associated with, poverty reductions; 2) studies of the effects of poverty on the developing brain, and 3) causal studies showing that if you reduce child poverty, you improve kids health and development. It took 25 or 30 years of persistent work to accumulate this kind of research base. \n\n__Question: Tell us about the studies you conducted.__\n\nIve done random assignment experiments testing poverty-reduction strategies like conditional cash transfers, on family income, family poverty and on childrens development. We found that if we reduce poverty, we can improve childrens development. I’ve also done descriptive studies identifying several potential pathways by which low family income and high material hardship affect children’s health and development. We found, for example, that family stress links material hardship to adverse social-emotional outcomes and that family investments link low-income to adverse cognitive and academic outcomes.\n\nThese and many other studies in the fields of developmental science, social science, behavioral science, policy science, economics, communication science as well as decades of policy experimentation laid the groundwork so that the National Academies of Sciences consensus report could be written.\n\n__Question: You were part of the 15-member expert panel authoring this report. Tell us about its findings.__\n\nIt basically found three things: The first is that poverty causes child health and development problems. CAUSES. It is not just a correlation. That is a huge scientific conclusion. \n\nSecond, we found that current policies reduce child poverty. But you have to measure child poverty in a different, more accurate way than the method used for decades, the “official poverty measure”. The new, more accurate “supplemental poverty measure” takes into account the benefits received by families and the expenses they had to pay like health insurance and child care. \n\nThe third thing we found was that the nation could create packages of policy proposals that reduced child poverty and had a positive effect on employment among low-income workers. Historically and politically, some researchers and policy makers made the argument that if you increase cash benefits to families, theyll quit working. No, they wont; not if you implement the right packages of policies.\n\nIn addition, the National Academies of Sciences report found that if you give families a tax relief credit or allowance per child on a monthly basis, families do not spend this new income on “vices”. Rather, they spend the money on things like food, rent and not accumulating debt. It is income instability, as much as low income, that is damaging to families. With a lump sum paid annually, it is used productively to pay off big debts and/or to make purchases of durable goods that are very expensive, like a new refrigerator or perhaps now, for internet access for their children. The consistent monthly payments, I think, are better for reducing family stress.\n\n__Question: Besides the strong evidence base, what other factors may have helped move this policy forward? __\n\nI think the last year has shown that an enormous number of people, through no fault of their own, are vulnerable to shocks that turn over their life, their familys life, and their communitys life. So many people have been driven into poverty through no fault of their own. The pandemic and the resulting economic crises are exogenous to them; they are not caused by them. This seems to have changed the moral calculus for some people about supporting families and communities under severe economic stress.\n\n__Question: In a sentence or two, what should families and other people know about this?__\n\nFamilies should know this is a program to especially help people with lower incomes, but it is also a program to help middle-income families too. So, the fact that eligibility for the child tax credit goes up to $75,000 (for single parents or couples earning up to $150,000) before starting to fade out covers the vast majority of families with kids. The child tax credit is the single biggest anti-poverty tool in the new policy, but improvements in SNAP and child care support, and increases in the earned income tax credit and housing subsidies—these are going to have important anti-poverty effects, too.\n\n__Question: Now that the law is passed, what comes next__? \n\nJob one is optimal and equitable implementation so everybody who is eligible for these benefits gets them. \n\nPlanning for making the provisions permanent is job two. These first two jobs are places where philanthropic and advocacy efforts can play a role.\n\nThird, we should not use lifting some children above the poverty line as the only indicator of success. We also have clear evidence from our report that some of these policies do a better job of lifting kids out of deep poverty than they do out of poverty, and other policies should be considered to help families move from near poverty into self-sufficient, economically stable households. \n\nFourth and finally, by order of Congress, the report focused solely on strategies that could reduce child poverty within 10 years. There are other strategies, like investments in early childhood and improving school achievement—meritorious in their own rights—that could be seen as part of a longer-term child poverty reduction strategy.\n\n__Question: A year from now, what would you hope to see? __\n\nI would hope that Americans experience the implementation of a child tax credit as something that is good for the whole nation—not only for kids and families experiencing poverty. And that we continue to see consolidation of the notion that poverty is affected by big exogenous factors that can happen to any of us or any community, albeit with differential effects. I hope we are solidifying our commitment to strategies that offer a form of social protection against those big exogenous forces, and that the provisions either become permanent or get negotiated so that they are not degraded, but gain broader political support and are implemented. \n\nThis involves an ideological shift in the philosophy of public policy. The child tax credit, the child poverty reduction provisions, are both a contributor and a benefactor to that ideological shift. ,layout:Normal,measure:lg,alignment:left,position:center}},{entityType:Entity,id:QEsMNLDEt7gxQIu1uGl7A,type:QuoteCarouselBlock,locale:en-US,fields:{quotes:{entityType:Entity,id:3R9zttLNMCoVIc8XZjMsFv,type:Quote,locale:en-US,fields:{quote:I hope that we become more evidence-based in our policy debates, but also consistent with a different moral and ethics, too. It is not just the science; its the science interpreted in the context of certain human and social values that are critical.,quoteAuthor:Dr. Lawrence Aber}}}}}},{entityType:Entity,id:N9Mcobpc5S2KCjHqTntBJ,type:Story,locale:en-US,fields:{title:A Moment We’ve Been Waiting For!,author:Ellen Galinsky,slug:a-moment-weve-been-waiting-for,categories:Latest Research,From the Field,color:teal,leadIn:Watch our video interview with Dr. Patricia Kuhl to hear the story behind the new National Academy of Sciences report that answers the question: “Does quality early childhood education lead to more successful lives as adults?” And join us in cheering because the Academy’s answer is a resounding YES!,featuredImage:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:7i8wxiVDgvpYOVQd82fHBn,type:Asset,createdAt:2020-09-15T19:09:43.606Z,updatedAt:2020-09-15T19:09:43.606Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:Screen Shot 2020-09-15 at 2.56.18 PM,file:{url://images.ctfassets.net/uztpv7pl0j6m/7i8wxiVDgvpYOVQd82fHBn/5050e2298a66364aea1ef76b16f0016b/Screen_Shot_2020-09-15_at_2.56.18_PM.png,details:{size:936121,image:{width:2520,height:896}},fileName:Screen Shot 2020-09-15 at 2.56.18 PM.png,contentType:image/png}}},featuredImageCredit:National Academy Of Sciences,thumbnail:{metadata:{tags:},sys:{space:{sys:{type:Link,linkType:Space,id:uztpv7pl0j6m}},id:59zKyXxHqc86puOFrXyu9c,type:Asset,createdAt:2020-09-15T19:12:38.075Z,updatedAt:2020-09-15T19:12:38.075Z,environment:{sys:{id:master,type:Link,linkType:Environment}},revision:1,locale:en-US},fields:{title:Screen Shot 2020-09-15 at 3.10.12 PM,file:{url://images.ctfassets.net/uztpv7pl0j6m/59zKyXxHqc86puOFrXyu9c/0fea53798d65356cda4d38f05c038b90/Screen_Shot_2020-09-15_at_3.10.12_PM.png,details:{size:957569,image:{width:958,height:958}},fileName:Screen_Shot_2020-09-15_at_3.10.12_PM.png,contentType:image/png}}},thumbnailCredit:National Academy Of Sciences,content:{entityType:Entity,id:1W7L6lpxyHuNNHVD9R7H9,type:TextBlock,locale:en-US,fields:{text:You may wonder why I am cheering as loud as I can about today’s release of the National Academy of Sciences report that answers the question: __“Does quality early childhood education lead to more successful lives as adults?”(https://thesciencebehindit.org/does-quality-early-childhood-education-lead-to-more-successful-lives-as-adults/?fbclidIwAR1Mn_c9srCIWt_1478t4YSeFbvlWbg9pqEJeeY8UjTLAOVnHx792CYzLOE) __\n\nIt’s because the Academy’s answer is a resounding YES!\n\nExactly 30 years ago—the fall of 1990—I was speaking to a “live” cheering crowd of 5,000 members of the National Association for the Education of Young Children. The legislation for the Child Care and Development Block Grant was coming up for a vote (it passed, as you know) and we wanted to make sure that:\n\n- Child care and early education were seen as inextricable. “Children can’t learn if they aren’t cared for” was one mantra.\n- The focus has to be on quality. We worried about over promising the impact of early education without an explicit quality assurance.\n- It was known that teaching and caring for young children requires enormous knowledge and skill. When asked what we did, some of us said, “Investments?” “Oh, stock and bonds?” was the answer. “No investing in young children,” we replied.\n- All children deserve quality, not just some. Equity must be a focus. \n- This would require new funds from government, business and philanthropy. Otherwise, the three-legged stool of quality, accessibility and affordability would collapse.\n\nThe report released today—which is backed by decades of research—addresses __all__ of these concerns. Listen to my interview with scholar Dr. Patricia Kuhl of the University of Washington. She’s one of 12 councilors to the National Academy of Sciences and shares with me the backstory on the Academy, along with key report findings. After you watch, I hope you will cheer along with me... and help spread the word!\n,layout:Normal,measure:lg,alignment:left,position:center}},{entityType:Entity,id:20eFJSPz5jtJzt5WrJWPdG,type:MediaBlock,locale:en-US,fields:{youtubeVideoId:xqjihkvpjWI}}}}}},{entityType:Entity,id:1IRrGQTlSbEFpYKBnrfdX0,type:QuoteCarouselBlock,locale:en-US,fields:{quotes:{entityType:Entity,id:3Hk9CULLBngPlnlR59G6Ey,type:Quote,locale:en-US,fields:{quote:What children need most is to feel loved, respected, and valued.,quoteAuthor:Adele Diamond,quoteAuthorTitle:University of British Columbia }},{entityType:Entity,id:5wbflj5bGo55A32gtcIXHC,type:Quote,locale:en-US,fields:{quote:Ask yourself: What is my dearest wish? What is it in me that holds me back from fulfilling it?,quoteAuthor:Gabriele Oettingen,quoteAuthorTitle:New York University}},{entityType:Entity,id:56y3ERF5nOZ26TmgAfb7ln,type:Quote,locale:en-US,fields:{quote:Executive function is meaningful, measurable, and malleable.,quoteAuthor:Stephanie Carlson,quoteAuthorTitle:University of Minnesota}},{entityType:Entity,id:7xAYVuCg8fM00xsnIjEzCj,type:Quote,locale:en-US,fields:{quote:There are literally hundreds of studies that show that when children learn key life skills based on executive functions of the brain, they are more likely to thrive now and in the future. ,quoteAuthor:Ellen Galinsky,quoteAuthorTitle:Mind in the Making}},{entityType:Entity,id:01q6nJKtsNX0IbfoGfzX4r,type:Quote,locale:en-US,fields:{quote:Executive Function is a behavioral construct that, broadly speaking, refers to the deliberate, goal-directed control of behavior.,quoteAuthor:Philip David Zelazo,quoteAuthorTitle:University of Minnesota}},{entityType:Entity,id:5VRzgaMT5dMheodhXDma26,type:Quote,locale:en-US,fields:{quote:Executive functions are predictive of physical health, substance dependence, criminal convictions, and personal finances achieved at age 32, after controlling for socioeconomic status of origin and IQ. ,quoteAuthorTitle:(Moffitt et al., 2011)}}}}}}},userAgent:{ua:,browser:{},engine:{},os:{},device:{},cpu:{}},query:{slug:/home,params:{}},globalProps:{header:{entityType:Entity,id:3W44c54XGR1BsJbMCdoed2,type:MenuItem,locale:en-US,fields:{label:MITM 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