Summary
- Encourage wide focus, curiosity.
- Create conditions for learning.
- Support social learning (exploring).
- Guide shift to developing productive skills and habits (exploiting).
- Provide clear, consistent, mild discipline.
- Allow for plenty of free play.
- Limit activities.
- No quitting on a bad day.
- Be a good example.
Parenting
- Encourage wide focus, curiosity.
- Curate exploration. (“Prepared”).
- Curate and select options (“buffet”).
- Provide choice within.
- Expose to wide variety of topics to pique interest, curiosity. (“EconTalk — Robert Pondiscio”)
- Learning begins with curiosity. (“Prepared“)
- Enable kids to follow their curiosities and interests (they learn more).
- As they learn more, they get better at learning.
- Expose (spark interest), explore (do projects) and pursue.
- Encourage sampling. (“EconTalk — David Epstein“)
- Help to understand what’s out there and available.
- Help to get maximum signal about yourself out of activities (what do you like, what are you good at).
- Figure out what you are interested in doing, what you care about, what you’re good at. (“Prepared”)
- Discover your strengths and likes.
- Curate exploration. (“Prepared”).
- Create conditions for learning.
- Safe, stable and stress-free learning environment (“Brain Rules for Baby“).
- Praise kids for effort, not outcomes.
- Learning from mistakes, normalize errors.
- Motivated parents. (“EconTalk — Robert Pondiscio”)
- High expectations.
- Discipline.
- Beginner mindset.
- You can always learn something new. (“The Drive with Peter Attia — David Epstein“)
- Safe, stable and stress-free learning environment (“Brain Rules for Baby“).
- Support social learning (exploring).
- Watching (imitation).
- Learning is primarily a social, relational exercise. (“Brain Rules for Baby“)
- Kids not only do as you do, they do as you intend to do. (“The Gardener and the Carpenter“)
- Listening (asking why questions).
- “Why” questions that require a causal explanation of events that allows for further learning. (“The Gardener and the Carpenter“)
- Playing (discovery).
- Develop social skills, experiment and practice mental skills (“The Gardener and the Carpenter“).
- Doing.
- Experience failure and realize you can survive it. (“The Fragile Generation“)
- Develop emotional resilience.
- Watching (imitation).
- Guide shift to developing productive skills and habits.
- Develop mastery by taking what you’ve learned and making it second nature. (“The Gardener and the Carpenter“)
- Mastery in one domain may lead to mastery in other domains. (“EconTalk — Robert Pondiscio”)
- Repetition. (“EconTalk — Doug Lemov“)
- Many “at bats”, practice.
- Variety: variation of contexts.
- Writing.
- Forces you to capture what an idea is. (“EconTalk — Doug Lemov“)
- Understand that for some things there may be a critical window. (“The Drive with Peter Attia — David Epstein“)
- At a young age, more time to commit, more time to make mistakes and learn.
- Matching (“Prepared“).
- Realistic sense of self (interests, strengths, skills).
- Realistic sense of options (credible, relevant pathways).
- List of useful habits: see “Prepared“.
- Become competent adults. (“The Gardener and the Carpenter“)
- Practice and master (social) skills of the culture.
- Shift from exploring to exploiting.
- Provide clear, consistent, mild discipline.
- Make your kids decent roommates today. (“Selfish Reasons to Have More Kids“)
- Set clear and simple rules. “Brain Rules for Baby“)
- Explain them.
- Apply them consistently (rewards and punishments).
- Provide fast feedback.
- Allow for plenty of free play.
- Kids don’t need as much supervision as parents think they do. (“Selfish Reasons to Have More Kids“)
- Kids don’t complain about parents not spending enough time with them.
- Free play helps kids develop and learn social skills. (“The Fragile Generation“)
- Learn to make friends, overcome fears, solve problems and generally take control.
- Kids don’t need as much supervision as parents think they do. (“Selfish Reasons to Have More Kids“)
- Limit activities.
- If both parents and kids don’t like the activity and there is no long-term benefit, scrap it. (“Selfish Reasons to Have More Kids“
- No quitting on a bad day.
- If no longer motivated, take a break or switch things up. (“The Drive with Peter Attia — David Epstein“)
- Be a good example.
- How to be, not what to do. (“The Drive with Peter Attia — David Epstein“)
- About being a good example, not having to know everything.
- How to be, not what to do. (“The Drive with Peter Attia — David Epstein“)