Inside Out: A Scoping Review on Optimism, Growth Mindsets, and Positive Psychology for Child Well-Being in ECEC

This scoping review examines research on optimism, growth mindsets, and positive psychology approaches in early childhood education and care (ECEC) settings. It maps out the literature on how habitual thinking patterns and explanatory styles developed in early childhood affect children's well-being and later development. The review identifies studies from 1995 to 2021 that report on programs or interventions using these approaches in ECEC contexts. It recognizes that significant adults outside the family, including ECEC staff, can influence children's development of these psychological patterns.

Key points

• Early social and emotional development is foundational for children's health, education, well-being, and later adjustment in society
• Habitual explanatory styles such as mindsets and optimistic thinking are acquired during early childhood
• These explanatory styles may be influenced by regular interactions with significant adults outside of the family setting
• Few studies have focused on the relationship between optimism, mindsets, and well-being of children in ECEC contexts
• The review systematically explores literature on theory, programs, and interventions including optimism, growth mindset, and positive psychology in young children

Limitations

As a scoping review, this document maps the literature but does not evaluate the effectiveness of specific interventions. It cannot tell us what the evidence shows about whether these approaches actually improve child well-being outcomes.