Which Mind Is It?
A child comes home from school upset because their friend didn't want to play with them at recess. They feel hurt and rejected, and they spend the rest of the day feeling sad and moping around the house, unable to focus on anything else because their emotions are consuming their thoughts.
Emotional (friendship drama)
A child experiences disappointment when they don't receive the gift they wanted for their birthday. Instead of dwelling on what they didn't get, the child reflects on the love and thoughtfulness behind the gifts they did receive, expresses gratitude to their friends and family, and focuses on the joy of celebrating with loved ones.
Wise (gratitude)
A child has a big test coming up and is nervous about doing well. They create a study schedule, break down the material into manageable chunks, and focus on practicing problem-solving techniques rather than getting overwhelmed by anxiety about the test.
Reasonable (preparing for a test)
A child notices a classmate sitting alone at lunch and looking sad. Instead of ignoring the situation or gossiping about it with others, the child approaches their classmate with kindness, offers a listening ear, and extends an invitation to join them, demonstrating empathy and compassion towards others' feelings.
Wise (empathy and compassion)
A child accidentally spills their drink at a friend's house during a playdate. They feel embarrassed and ashamed, unable to shake off the incident and enjoy the rest of their time because their emotions are fixated on their perceived blunder.
Emotional (embarrassment after a mistake)
A child faces a situation they can't change, such as a rainy day canceling their outdoor plans. Instead of resisting or complaining about the circumstances, the child accepts the situation with grace, adapts their plans to fit the new reality, and finds alternative ways to have fun indoors, demonstrating resilience and flexibility.
Wise (acceptance)
A child is disappointed when their friend cancels plans to play together. Instead of dwelling on their disappointment or feeling resentful, the child rationalizes that their friend may have a valid reason for canceling and finds alternative activities to enjoy on their own or with family.
Reasonable (managing disappointment)
A child is excited about their upcoming birthday and wants to invite all their classmates to a party. Instead of inviting everyone impulsively, the child considers factors like space, budget, and their preferences, and makes a list of guests based on rational criteria such as close friendships and class dynamics.
Reasonable (planning a birthday party)
A child is afraid to sleep alone in their room because they're scared of the dark. Even though they know logically that there's nothing to be afraid of, their fear feels so intense and overwhelming that they can't bring themselves to stay in their room by themselves.
Emotional (being scared of the dark)
A child is reminded by their parent to clean up their toys before dinner. Instead of resisting or throwing a tantrum, the child acknowledges the rule, understands the importance of responsibility, and follows through with cleaning up without excessive emotional reaction.
Reasonable (following rules at home)
A child struggles to understand a math problem and becomes frustrated and agitated. Instead of seeking help or taking a break to calm down, they persist in their frustration, unable to think clearly or problem-solve effectively because their emotions are overwhelming their thoughts.
Emotional (frustration with homework)
A child isn't invited to a classmate's birthday party and feels left out and lonely. They spend the day feeling sorry for themselves, dwelling on their feelings of rejection, and find it hard to engage in other activities because their emotions are overwhelming.
Emotional (feelings left out)
A child is torn between joining a sports team or participating in a music club at school. Instead of impulsively choosing one over the other, the child considers their interests, strengths, and available time, consults with trusted adults or peers, and makes a thoughtful decision that aligns with their values and goals.
Wise (decision-making)
A child receives their weekly allowance and wants to buy a new toy. Instead of spending all their money impulsively, the child considers the cost of the toy, reflects on their previous purchases, and decides to save a portion of their allowance for future expenses or savings goals.
Reasonable (budgeting allowance)
A child faces a challenging puzzle that they can't solve independently. Instead of giving up in frustration or seeking immediate help, the child approaches the problem from different angles, uses trial and error, and seeks assistance when needed, demonstrating perseverance and adaptability.
Wise (problem-solving)