ABSTRACT
Children normally develop several foundational skills, which are essential for their concentration and self-control later in life. 'Children aren't born with these skills', according to a paper by the Harvard Centre on the Developing Child, 'they are born with the potential to develop them. For some young people, early childhood stress and underdeveloped executive function lie behind their unwillingness or inability to engage, make an effort, and focus on challenging work. There's a growing consensus in the research and policy communities that 'the missing link' for these young people is a set of mindsets and skills that underpin success in learning and in life. In combination, confidence, independence and resilience kick-start a virtuous cycle of effort, persistence and academic achievement: a small success leads to further effort and persistence. The virtuous cycle involves convincing oneself that one might succeed on a task or challenge and thus invests effort, listens and even seeks instruction to evidence that one was right.
