ABSTRACT
This chapter discusses to establish a framework in which the concepts are understood not as traits, but instead as reflections of systems at work in every child's life—internal and external. Data indicates a significant increase in school violence for schools around the world, and children in grades as early as preschool are—directly or indirectly—impacted by stress related to bullying, gangs, drug use/abuse, and standardized testing. Misperceptions about early childhood education and what it takes to succeed complicate the already challenging educational terrain. Parents, students, administrators, the central office, and the state and federal departments of education, as well as all taxpayers, compose the educational community and are therefore motivated to help all children thrive. A child with a strong internal locus of control will take credit for or blame herself for making or missing the goal, whereas a child with a strong external locus of control will blame other factors.
