One of the traits that should be inculcated in children is arguably the importance of keeping an open mind. Why is this so? Well, keeping an open mind means being able to enjoy and welcome new experiences, which result in learning something new. Imagine two different children – one goes out of the house to play and makes friends and embraces new experiences by which he or she is enriched by, and these experiences go on to form the basis of newer experiences which result in the child having a good all-rounded childhood. The other stays home and does not try, does not want to extend himself or herself. Being around the second child is very tiring because you are trying to motivate him or her all the time and not really getting much out of it.
But how do you yourself feel when you have to learn something new? The thought of a new experience perhaps depends on what the experience itself is – if it is something closer to our hearts, we feel a sense of excitement at it. But if it is appears to be something more radical, we are less certain (“okay…..”). But it is good to keep an open mind, for the reasons we have explored above. And in situations where we have a sense of reservation, or even caution at the thought of learning something unfamiliar, it is good to appear to try, so that we do not pass on our reservations and slightly negative approaches on to the children. The extension of oneself is a life-long skill that everyone – not just children – should learn.
In a new situation, our initial reaction could be of unwillingness, and then some people overcome it, while others are content to remain within it. We must try to find the will to overcome it, and not dwell on the initial negative outlook.
How do we encourage our children to keep an open mind? The first is of course to develop the trait within ourselves. And then encourage our children to try. Trying is possibly one of the best skills to encourage our children to do. And we could set up situations where the trying is more important than the achievement itself. For this reason, it is good idea to encourage the attainment of skills, where there is not necessarily a fixed final product, but one where the child is free to determine what he or she wants to achieve using the skills of learning.
For example, if we encourage a child to tinker on an instrument, such as a drum or tambourine, show them how it makes noise and what they can do with it, and them leave with it, rather than instruct them with a “do this” pattern and keep drilling them to achieve it. That is not learning, and that form of learning is closed, where the input of the child is seconded to the expected product. It does not breed openness; on the other hand, it builds a layer of negative receptivity.
There are various skills that are good for building an attitude of openness to life. Dance, for example, is good. Let children experience music and create their own dance. Painting or drawing is another – show them how to use the brushes or pencils and colours and let them create what they want, then appraise in a non-judgemental way. Modelling and duplo bricks are also viewed as creative products because there is no one correct way. And in the little things in life, try to encourage a different way of doing things. If your child likes running, try to encourage him or her to run a different path, or do it hopping or backwards if they can manage it! Look for ways to be creative, to build openness to learning. It is a beneficial skill for life.