Skills-set

Emotional awareness, and communication – children are motivated to solve a problem if they can recognise and verbalise why the situation is not good for them. (makes feel bad). Recognising and explaining it is an essential starting point for identifying, and solving the problem.

Future-oriented thinking and visioning: children need to be able to imagine and articulate what a solved situation means to them. Describe the situation when the problem is really resolved. This requires “visioning” critical thinking. 

Inferring, reasoning and finding the cause-effect: adults break down the problem, find the cause-effect relationship and identify the areas they want to change in the problem-solving process. Children need help to do it. Working together to break the problem into smaller, more manageable chunks, and finding logical connections together. However, it is important that children have the ability to understand these cause-effect relationships well. Facilitate the processes with open-ended questions.

Thinking independently and creatively: Devise many possible solutions to all subproblems (divergent phase which involves CREATIVITY). Support children to do it. At this point, they don’t even have to have “good” solutions.

Reasoned Decision Making: Evaluating the possible solutions and deciding which one might be most effective and solve all subproblems (convergent phase which involves CRITICAL THINKING). It includes assessing the options (pros and cons of each possible solution), weighting consequences(which solution offers the most benefits) and finally making a reasoned choice.

Growth mindset and adaptability: Trying out a chosen solution and learning from the results, even if it doesn’t work immediately. Seek adjustments and further alternatives means that CRITICAL THINKING comes into play again in this phase.

Critically examine, analyse and evaluate information – children learn to examine new information and ideas, analyze them without pre-judgement, and form conclusions rather than just remembering facts. 

Thinking independently and creatively about complex problems and issues, challenge assumptions, fostering independent thought. . 

Evaluation of sources and questioning assumptions: Assessing the credibility of sources and the strength of arguments. Recognizing the motives and interests of the information provider, and considering the different perspectives of others. It relies heavily on empathy

Inference, reasoning and find the cause-effect by logical thinking– Drawing logical conclusions based on evidence and reasoning. 
Critical thinking needs ability to form well-reasoned opinions and positions and ensures that we do not simply believe everything we hear, see, feel or read. 

Communiction: Sharing and recieving the information with others. Open for understanding others view. Clearly communicating the critikal thinker’s thoughts and conclusions in a logical manner.

Self-Regulation and being objective: Acknowledging your own biases and assumptions and actively working to overcome them.

Making independent decisions: By remaining impartial and motivated by facts rather than assumptions.

emotional regulation and acceptance: children can calm themselves after experiencing frustration or failure (e.g., losing a game or resolving a conflict).

self-control: in order to overcome failure and emotional pitfalls, the children must be able to establish a vision for the future (future-orientated mindset), control their thoughts and actions in order to achieve their goals, and be able to block out factors that might disturb them from reaching their goals. This requires a high degree of goal-orientation.

problem-solving: they look for ways to overcome obstacles, like completing homework independently.

maintaining relationships: they build and nurture supportive friendships or family bonds to help them through tough situations.

future-oriented mindset and optimistic outlook: they remain hopeful for a positive outcome even when facing difficulties.

flexibility: they adapt quickly to changes, such as a new teacher or classmates.

Adapting to change: children are able to quickly adjust to new situations, like a new teacher, a change in class activities, or a different daily routine.

Shifting strategies and handling new circumstances: when faced with difficulties, such as struggling with a task, children show flexibility by trying different approaches to solve problems, rather than giving up. The flexible children are able to adapt to unfamiliar situations, such as going to a new place or meeting new people, without becoming overly anxious or upset.

Growth mindset and creative thinking: Flexible children are able to think in a divergent way, seeking many different, novel/unusual solutions to a situation rather than thinking in terms of one ‘good’ answer. In other words, they use their fantasy to discover new and unexpected connections and apply unconventional approaches.

Adjusting social behaviour: children can adapt their behaviour to suit different social situations, understanding how to interact with peers or adults based on context and social norms.

Managing emotions: if things don’t go as expected, children show flexibility by coping with the situation, adjusting their expectations, and continuing to engage with the task or situation.

Creativity and the inner drive to do things: Curiosity is the engine of imagination. When children wonder about something, they begin to look for new connections, come up with ideas, and see things differently. Creativity is thus directly fuelled by openness and the joy of discovery, and vice versa.

Explanation-seeking: Children are known for asking ‘why?’ — a query motivated by their desire for explanations. Curiosity encourages children to ask questions.

Problem-solving: Children experiment out of curiosity, trying to find connection and solutions, and this process helps them to think independently and persistently seek answers.

Critically thinking: Openness means not only acceptance but also consideration. Curiosity drives children to ask questions, and our job is to guide them to consider multiple perspectives and distinguish facts from opinions. Thus, critical thinking can become a natural element of curiosity.

Flexibility and growth mindset: Facing new experiences often challenges previous views. Openness is achieved when children are able to flexibly change their ideas and adapt to new evidence or perspectives.

Valuing and respecting others: Curiosity and openness can also lead to understanding other people. When children show interest in the stories, feelings, or cultures of others, they become able to empathize and appreciate differences.

Understanding and appreciating nature as a whole: The feeling that all living beings belong together and that humans are part of nature and they form a a wholeness.

Empathy: This is a critical element of children’s relationship with nature and other people, which can be developed through interactions with the natural world and other people.

Meaningful relationships with nature and living being: Cultivating a healthy relationship with the natural environment, the community and individual to awaken in children a feeling of connectedness.

Curriosity and respect for Individuality, similarity and differences: Children are naturally curious. This natural curiosity and respect can easily be extended to the needs and rights of other Living Beings and Nature through interactions with the natural world and other people. This respect is often expressed in actions such as sharing and helping.

Kindness, fairness, and care for living things: Showing compassion and consideration for others, and a willingness to act individualy or/and in collaborating in teams for the benefit of others (including nature).

Taking Responsibility: Children practice responsibility in small ways, such as recycling or caring for pets or plants. These actions nurture a sense of duty toward their community and the environment.

Awareness and Curiosity: Children begin to notice differences in people, cultures, and the environment. They grasp concepts of fairness, kindness, and responsibility toward others and nature.

Mutual respect and valuing others: Through activities like role-playing and group work, children learn to respect and valuing others’ feelings, backgrounds, the nature and the environment. This respect often shows in actions like sharing and helping.

Sence of belonging and engagement: Want to feel linked with others, a group of people(peers, family, community, school), linked and being a part (and responsible and act) of something larger than oneself.

Dynamic and reciprocal relationship: It is very important for children to love and feel loved. We teach them that they are important and that they should consider others important too. This is characterized by understanding and sensitivity to the feelings and beliefs of others, and vice versa, the same for themselves.

Taking Responsibility: Children practice responsibility in small ways, such as recycling or caring for pets or plants. These actions nurture a sense of duty toward their community and the environment.