#Competence

Trusting a Child’s Struggle to Grow Competence

Even so, withholding help is not indifference. Lev Vygotsky’s zone of proximal development suggests learning thrives with well-timed scaffolding just beyond current ability (Vygotsky, 1978). Montessori’s guideline refines the timing: if the child feels capable, step back; if frustration mounts, safety is at risk, or the task is clearly beyond reach, offer the least intrusive support. A subtle prompt, an environmental adjustment, or a modeled movement once—and then renewed space—honors both frameworks. Thus, assistance becomes catalytic rather than substitutive. [...]

Pressure Is Something You Feel When You Don't Know What You're Doing — Chuck Noll

Noll’s observation implies that experience dispels pressure. In Malcolm Gladwell's 'Outliers' (2008), the '10,000-Hour Rule' illustrates how expertise emerges from extensive practice, making once-stressful scenarios manageable. The more we understand and practice, the less daunting challenges appear. [...]

To Know What You Can Do, and to Do It, Is the First Step to Success - John Burroughs

It emphasizes that knowing your skills is not enough; you must take action to utilize them. Success comes from putting knowledge into practice. [...]