Вебинар

Key wellness & parenting strategies (from the webinar)

1) Use chat-based interaction to improve learning for parents

• Ask questions, debate, and even disagree during the session.
• This helps the presenter tailor answers and increases what you retain.

2) Shift focus from “surface problems” to deeper causes

• Issues like homework struggles, gadget dependence, withdrawal, tantrums, or conflicts with teachers can act as “dashboard warning” signals.
• These signals may be:
  • Local/fixable (e.g., a specific subject or a problematic teacher relationship)
  • Deeper “under-the-hood” issues (developmental and skill-building needs)

3) Define goals in terms of the child’s future wellbeing

• Parents were guided to consider: How do you want your child to feel and function by ages 18–25?
• Emphasis: happiness isn’t only grades/medals—it’s built through skills such as:
  • kindness
  • self-confidence
  • perseverance
  • empathy
  • the ability to negotiate and communicate

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The “two pillars” approach to child development

The presenter frames development as working through two integrated pillars:

1) Soft skills (flexible skills): social-emotional abilities

Includes:

• kindness
• self-confidence
• determination / perseverance
• flexibility of thinking
• empathy
• communication & negotiation
• self-awareness (noticing and naming one’s own needs/feelings)

Core mechanism:

• Soft skills form through relationships and contact with another psyche (children learn in interaction).
• Children have a “zone of proximal development”: they can’t fully do certain things alone yet and need adult guidance and modeling (the webinar uses the bicycle teaching metaphor).

2) Cognitive skills: brain-based foundations (“higher mental functions”)

Includes:

• attention and concentration
• memory
• reaction speed
• logical thinking

Why they matter:

• Soft skills depend on cognitive foundations—without concentration, memory, and logic, communication, empathy, and negotiation become harder.

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Timing matters: “sensitive periods” for learning

• The speaker explains that the brain develops through sensitive periods (attributed to Vygotsky and also described by Montessori).
• If key skills aren’t formed during the window, they can become harder later.
• Neuroplasticity is emphasized for ages 6–12 as a particularly responsive period for learning.

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Practical parenting guidance (how to apply it)

Model the skills you want

• Kids learn empathy, boundaries, confidence, and perseverance by seeing these behaviors in the parent.

Don’t confuse “bad behavior” with lack of ability

• “Inadequate reactions” and “crises” (especially around school transitions/teen years) may reflect developmental readiness.
• Skills may be missing or not yet developed.

Support the nervous system needs via structure

• Boundaries, routine, and calm support are framed as developmentally appropriate.
• The idea: don’t demand what the child’s control system can’t yet provide.

Teen strategy: influence through relationship, not authoritarian pressure

• Authoritarian methods are suggested to work poorly at older ages.
• Trust, explanation, and usefulness matter more.

Conflict skill: react respectfully and revisit after calm

• When the child is activated/upset:
  • prioritize de-escalation
  • discuss the issue later, when both are calmer
• Set limits without insults, intimidation, or aggression.

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A key mindset practice: replace “polarity praise” with growth focus

• Avoid polarizing fixed labels like: “You’re great / you’re bad.”
• Use process- and effort-based language, for example:
  • “I like how you didn’t give up.”
  • “I saw you overcame it and moved forward.”
• Goal: cultivate a development mindset where mistakes don’t define worth.

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Productivity/skill-training support described (program/tools)

Cognitive simulators / training

• Reported measurable outcomes with regular use (examples mentioned):
  • +17% reaction speed after one month
  • ~1.6× improvement in focusing after one month
  • improvements in non-verbal and verbal-logical memory
• Principle: cognitive training alone isn’t enough—it should be integrated with soft skills.

AI learning assistant (“EASbot”)

Goals:

• restore/strengthen interest in studying
• teach learning skills (asking questions, thinking) rather than giving ready-made answers
• help with homework while gently returning the child to study when they try to provoke/disrupt learning

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Parenting support format mentioned

• Free diagnostic session (about 45 minutes)

  • A teacher observes cognitive and soft-skill indicators and creates a diagnostic card with recommendations.
  • Parents receive trial access to cognitive training plus parenting materials/support.

• Parenting intensive program + ongoing support chat

  • The parent-focused component is emphasized as essential, since the home environment can block skill practice.
  • Chat support with psychologists/psychotherapists is described as available frequently (nearly 24/7 with a schedule).

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Presenters / sources

• Presenter: Daria Kolumegova (psychologist, psychotherapist; Kids Academy)
• Company: Kids Academy
• Referenced researchers/theorists:
  • Lev Semyonovich Vygotsky
  • Maria Montessori
  • Italian scientists at the University of Parma (mirror neuron experiments mentioned)
  • Stanford University (research on “fixation” vs “development” mindset mentioned)
• AI tool mentioned: EASbot
• Institutions mentioned in study claims: Moscow State University, RANH (for reported training results)