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The Montessori system is largely based on the positive psychology principle of creativity. Creativity, known as one of the twenty-four character strengths, [4] is offered with the freedom for children to choose how they learn, known as self-directed learning. Children are provided with hands-on materials, which not only inspires creativity, but ...
By 42 months, children are able to describe their likes and dislikes, suggesting a developing awareness of what elicits positive and negative emotions in themselves. [6] By 5 years old, children demonstrate agreement with their mothers' ratings of their behavior on basic behavioral indicators of personality.
Triple P, or the "Positive Parenting Program", was created by Professor Matthew R. Sanders and colleagues, in 2001 at the University of Queensland in Australia and evolved from a small “home-based, individually administered training program for parents of disruptive preschool children” into a comprehensive preventive intervention program (p. 506). [1]
It promotes positive decision making, teaching expectations to children early, and encouraging positive behaviors. [1] Positive discipline is in contrast to negative discipline. Negative discipline may involve angry, destructive, or violent responses to inappropriate behavior. In terms used by psychology research, positive discipline uses the ...
Self-awareness: The skill of having knowledge of one's own emotions and developing a positive self-concept. [14] Self-management: The ability to regulate one's own emotions and monitor one's own behaviors. [15] This also pertains to intrinsic motivation and setting personal goals.
The Children of the Rainbow Curriculum was a resource guide that contained 443 pages of suggested readings and lessons for teachers to help educate, develop, provide both academic and social skills to students and promote diversity, racial, and ethnic harmony and decrease prejudice and bigotry.
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Parents' sense of academic efficacy for their child is linked to their children's scholastic achievement. If the parents have higher perceived academic capabilities and aspirations for their child, the child itself will share those same beliefs. This promotes academic self-efficacy for the child, and in turn, leads to scholastic achievement.