You can’t change your basic ability, but you work at things, and that’s how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability.

Early Childhood Education (PAUD) implements education that refers to all the basic aspects or abilities that are developing in the child. The basic ability of children is very interesting to be studied, one of them cognitive abilities of children. It is raised in connection with the lack of cognitive abilities in Adinda Cahaya kindergarten with the present method mainly through the activity of the art of music. The existing formulation in this study is "The activity of music art that can improve the cognitive abilities of children". The purpose of this study is to describe the cognitive abilities of children in music art activities.. There are six levels of cognitive ability: knowledge, understanding, application of analysis, synthesis and evaluation. Research questions are 1). How does music activity and music learning time to support the development of children's cognitive abilities? 2. How does the child's memory of what the teacher has taught in music art activities? 3) How are children's development related to cognitive ability? The conclusion is that the study of music art gives a positive and influential effect on the child's cognitive development that will stimulate brain development and emotional intelligence.

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The Role of Parent Educational Attainment in Parenting and Children’s Development

Current Directions in Psychological Science ◽

10.1177/0963721421993116 ◽

2021 ◽

Vol 30 (2) ◽

pp. 186-192

Author(s):

Pamela E. Davis-Kean ◽

Lauren A. Tighe ◽

Nicholas E. Waters

Keyword(s):

Socioeconomic Status ◽

Academic Success ◽

Educational Attainment ◽

Home Environment ◽

Family Income ◽

Developmental Outcomes ◽

Cognitive Stimulation ◽

Educational Inequalities ◽

Powerful Predictor

Socioeconomic status (SES)—indexed via parent educational attainment, parent occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years of schooling, perpetuating educational inequalities across generations. In this article, we provide an overview of a model that has guided our approach to studying these influences, focusing particularly on parent educational attainment. Parents’ educational attainment typically drives their occupations and income and is often used interchangeably with SES in research. We posit that parent educational attainment provides a foundation that supports children’s academic success indirectly through parents’ beliefs about and expectations for their children, as well as through the cognitive stimulation that parents provide in and outside of the home environment. We then expand this model to consider the intergenerational contributions and dynamic transactions within families that are important considerations for informing potential avenues for intervention.

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