If you could sum up your philosophy of learning in a few words, what would they be?
Learning thrives through curiosity, persistence and connection.
What first drew you to exploring a growth mindset in the early years?
I was drawn to this area because the early years are such a formative time for how children come to see themselves as learners. I noticed how quickly some children begin to label themselves as “good” or “not good” at certain things. I wanted to understand how educators could intervene early, helping children see effort, curiosity and mistakes as natural parts of learning rather than signs of failure.
What’s one practical strategy educators can use tomorrow to nurture a growth mindset?
Create a classroom culture where thinking out loud and making mistakes are celebrated. For example, when a child says, “I can’t do it,” an educator might respond, “You can’t do it yet, but let’s figure out what might help.” This small language shift turns moments of frustration into opportunities for reflection and resilience.
What’s one common challenge educators face with a growth mindset and how can they move past it?
A common challenge is balancing encouragement with authenticity. Sometimes, in an effort to promote positivity, educators may praise effort without guiding children toward more effective strategies. Moving past this means focusing on process-based feedback, helping children reflect on what worked, what didn’t and what they might try next. It’s about teaching the how of perseverance, not just the value of it.
What’s one lesson children have taught you about learning?
Children have taught me that a growth mindset is deeply relational. They are far more likely to take risks, persist and try again when they feel emotionally safe and supported. Relationships, trust and belonging are the soil in which a growth mindset truly grows.
About Fiona Boylan
Dr Fiona Boylan is a lecturer and researcher in Early Childhood Studies in the School of Education at Edith Cowan University in Perth, Western Australia. She has 25 years of experience teaching and leading in early childhood settings across the early years of school. Fiona’s research centres on developing children’s metacognitive skills to enhance their learning capabilities and agency toward learning. In particular, her PhD researched the implementation of Carol Dweck’s mindset theory to foster children’s growth mindsets in the early years context. Fiona has presented and published her research nationally and internationally as she seeks to support educators to foster a growth mindset culture in early learning centres, classrooms, and schools. She shares the power of having a growth mindset and of neuroscience wherever she goes and is learning all the time as a mum, educator, author, speaker, and leader. Her wish is for children to embrace challenges as opportunities, setbacks as lessons, and effort as the path to mastery.
