How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

In the introduction to How Children Succeed, Tough introduces the importance of noncognitive skills in children’s development by utilizing a compelling narrative and contrasting educational philosophies. Tough begins with a vivid description of his visit to a pre-kindergarten classroom employing the Tools of the Mind program, immediately drawing readers into a real-world application of his central thesis. He establishes the setting as seemingly commonplace:

At first glance, the classroom seemed entirely ordinary. The cinder-block walls were painted a cheery yellow; an American flag stood next to the whiteboard. Around the room, four-year-olds were happily engaged in the customary diversions of pre-K students: building towers of Legos and driving trucks through sand tables and piecing together jigsaw puzzles (i).

However, Tough soon has a realization that “room 140 was in fact quite unusual, in ways both self-evident and subtle. To begin with, the students were remarkably calm and orderly. There were no tears that day, no meltdowns, no tantrums, no fights” (i), due to the children’s ability to self-regulate—an important noncognitive skill. This choice to start with an on-the-ground observation rather than a dry exposition illustrates the book’s primary argument in action. The introduction contrasts the Tools of the Mind approach with the “cognitive hypothesis,” setting up a central conflict that drives the book. By presenting these opposing educational philosophies, Tough structures his introduction to invite readers to question conventional wisdom and consider the value of noncognitive skills, laying the foundation for the book’s deeper exploration of children’s long-term success.

Throughout the introduction, Tough seamlessly incorporates references to influential figures and research findings to ground his narrative in a broader academic and societal context. He mentions a pivotal 1994 report from the Carnegie Corporation, which catalyzed the “cognitive hypothesis” in early childhood education. This reference serves to contextualize the prevailing educational trends and beliefs that Tough aims to challenge, establishing the historical backdrop against which he presents his arguments. Tough also introduces economist James Heckman, whose research on GED recipients plays a crucial role in questioning the cognitive hypothesis. By citing Heckman’s findings on the importance of noncognitive skills, Tough lends credibility to his thesis and aligns his investigation with the most up-to-date economic and psychological research. These citations are instrumental in establishing Tough’s authority on the subject and framing his narrative within a well-researched and scholarly debate.

Tough employs a multidisciplinary analytical framework, drawing on economics, psychology, and education research to dismantle the cognitive hypothesis and advocate for the importance of noncognitive skills. The discussion of economist James Heckman’s research highlights the limitations of traditional measures of academic achievement in predicting long-term success. This perspective introduces readers to a definition of success that encompasses outcomes rather than simply measures cognitive skills. Tough’s reference to the Tools of the Mind program incorporates psychological and educational research into the narrative, emphasizing the practical application of these theories in classrooms. This blending of theory and practice underlines the book’s argument that educational strategies focused on developing self-regulation and other noncognitive skills can have a profound impact on children’s success.

Rhetorical devices, including imagery, anecdote, and juxtaposition, engage readers and emphasize key points. The detailed description of the orderly pre-kindergarten classroom provides vivid visuals that bring the book’s themes to life for readers. This image makes the abstract concept of self-regulation concrete, illustrating the potential of noncognitive skills to transform educational environments. Similarly, the anecdotal narrative of Kewauna’s life and challenges serves as a powerful illustration of the book’s central themes. By sharing Kewauna’s story, Tough personalizes the broader discussion about educational success, making the stakes clear and compelling for the reader. These rhetorical strategies are crucial in making How Children Succeed informative, engaging, and emotionally persuasive.

Storytelling and character development highlight the human aspect of Tough’s educational and psychological inquiry. The narrative begins with Tough’s personal anecdote of visiting a classroom, using storytelling to establish a connection with the reader and set a relatable foundation for the complex themes he intends to explore. Tough’s mini-biography of Kewauna uses the novelistic technique of character development technique to put a human face to demonstrate how noncognitive skills are used to overcome adversity. By chronicling Kewauna’s journey, Tough allows readers to see the transformational power of grit and perseverance firsthand, thereby making the theoretical arguments more tangible.