Why the way children think—early—shapes everything that follows

We often focus on what children can do.

Can they speak clearly?
Can they take turns?
Can they sit and listen?

But underneath every skill is something more powerful:

What they believe about themselves while they are learning.

Because before a child says,
“I can do this”

they have already decided
whether they can.

What is a mindset and why does it matter?

A mindset is the way a child thinks about:

• Their abilities

• Challenges

• Mistakes

• Effort

• Thinking, emotions and beliefs about themselves

It is the quiet voice that shapes:

• “I can try.”

• “This is too hard.”

• “I’ll get better.”

• “I’m not good at this.”

And that voice?

It shapes everything.

Why early childhood is the most important time

Mindsets are not taught in one lesson.

They are built not day by day, but moment by moment.

Through:

• Adult responses

• Language used

• Experiences of challenge

• Opportunities to try again

Research from Carol Dweck shows that children begin forming beliefs about their abilities early and these beliefs become patterns.

And patterns become identity.

Children are always learning something deeper

Children are not just learning the task.

They are learning:

• “Am I capable?”

• “Is it safe to try?”

• “What happens if I get it wrong?”

Children are not just learning skills they are learning who they are while they learn.

Mindset shapes behaviour

We often focus on what we see:

• Avoidance

• Frustration

• Giving up

But behaviour is not random.

It is driven by belief.

If we only respond to behaviour, we miss the thinking underneath it.

Shifting mindsets: what actually works

Shifting mindset is not about telling children to “be positive.”

It is about what we consistently model, notice, and say.

Small shifts that make a big difference:

• “You got it right” to “You kept trying”

• “I can’t do it” to “You can’t do it yet”

• “Do it like this” to “What could you try?”

• “That’s wrong” to “What did you try there?”

Small language shifts. Big identity impact.

The Role of Storybooks in Shifting Mindsets

Shifting mindset is not only something we say it is something children need to see, feel, and explore.

This is where storybooks and concept books become powerful.

Stories create distance.

They allow children to:

• See challenges through another character

• Explore emotions safely

• Understand thinking and choices

• Recognise different perspectives

It’s Not Just About Identity

While mindset shape’s identity, its impact goes further.

Through intentional use of stories, children develop:

• Emotional awareness

• Engagement and persistence

• Relationships and social understanding

• Empathy and kindness

• A sense of community and belonging

Stories bring these skills to life in ways direct instruction cannot.

Making Story Time Intentional

Reading a story is not the goal.

What we do around the story is what matters.

• “What is the character thinking?”

• “How do you think they feel?”

• “What could they try next?”

• “Have you ever felt like that?”

This is where mindset teaching happens.

The Role of Educators

Educators shape how children experience learning.

The Early Years Learning Framework (EYLF) reinforces this through:

• Identity

• Wellbeing

• Communication

When we support mindset, we are supporting all three.

Why this matters long term

A child with a strong mindset is more likely to:

• Persist

• Engage

• Take risks

• Build confidence

• Navigate challenges

This is not just about school.

It is about life.

Final Thought

We don’t need to wait until children struggle later to build resilience.

We can start now.

Through our language.
Through our responses.
Through our stories.

Because when we shift mindset early, we don’t just change how children learn

we change how they see themselves, others, and their place in the world.

Educator Guide: Using Storybooks Intentionally

Purpose

To support educators in using storybooks as a tool to explicitly teach:

• Mindset

• Emotional awareness

• Social skills

• Identity and belonging

Why Storybooks Work

Storybooks allow children to:

• Explore emotions safely

• See problems and solutions

• Understand others’ perspectives

• Build language for thinking and feeling

Stories make the invisible visible.

Before Reading

Set the intention:

• What skill are we focusing on?
  (e.g. persistence, empathy, trying again)

Prime thinking:

• Today we are looking for how the character keeps going when things feel tricky.

During Reading

Pause and explore:

• What is the character thinking?

• How do they feel?

• What is happening in their body?

• What could they do next?

• What do they belief about?

Focus on thinking, not just the storyline

After Reading

Make connections:

• Have you ever felt like that?

• What did you do?

• What could you try next time?

Reinforce learning:

• That’s what trying again looks like.

• That’s being brave.

Extend the Learning

Bring it into the day:

• Refer back to the story
  → “This is like when the character kept trying”

• Use consistent language
  → “You’re having a ‘keep trying’ moment”

• Link to real experiences

Intentional Teaching Focus (EYLF Links)

Supports:

• Outcome 1 → Identity (confidence, agency)

• Outcome 3 → Wellbeing (emotional regulation)

• Outcome 5 → Communication (expressing thoughts and feelings)

Key Educator Shift

From:

Reading a story

To:

Teaching thinking, feeling, and relating through story

Simple Prompt Framework

Think – Feel – Do – Connect

• What do they think?

• How do they feel?

• What do they do?

• How is this like you?

Final Message for Educators

Storybooks are not just for literacy.

They are one of the most powerful tools we have to teach:

how to think
how to feel
how to relate

starts formulating our beliefs.

And ultimately, how to see themselves in the world.