The Secret Behind Raising Critical Thinkers

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Social media provides many benefits, but are we teaching our children to be critical thinkers? Tomorrow's leaders how can you tell if your child is a potential leader? And how can we nurture these qualities in our children?

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Want to leave a real legacy for your grandchildren?

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We'll be discussing all these and more with my next guest, Barbara Ann Mojica, a woman who has 40 years of combined experience as an educator, school principal, and administrator. I hope you'll join us for today's episode of grandparents raising grandchildren nurturing through adversity welcome to grandparents raising grandchildren nurturing through adversity in this podcast, we will delve deep into the challenges and triumphs of grandparents raising grandchildren as we navigate the complexities of legal, financial, and emotional support. I invite you to join us on a journey of exploring thoughts, feelings, and beliefs surrounding this growing segment of our society. Drawing from real stories and expert advice, we will explore the nuances of childrearing for children who have experienced trauma and offer valuable resources to guide you through the intricate journey of kinship care.

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We'll discuss how we can change the course of history by rewriting our grandchildren's future, all within a supportive community that understands the unique joys and struggles. This podcast was made especially for you.

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Welcome to a community where your voice is heard, your experiences are valued, and your journey is honored.

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Author, educator, and parent Barbara Ann Mojica provides tools to inspire, entertain, and educate youth. She believes knowing our history is the key to solving today's problems. Are you tired of being bombarded by social media noise? Accept the challenge. Be a truth teller. Leave a greater legacy for your grandchildren. That's what Barbara Ann Mojica would encourage us all to do. Barbara has a trail of titles. She's an historian and retired educator. She inspires us to promote critical thinking in our children and in our grandchildren, as she shares with us how we as grandparents are in the unique situation of being able to share so much of the past with our grandchildren as well as the present.

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Using the whimsical little Miss history character to narrate her book series, she makes learning history a fun filled adventure. Barbara firmly believes if you don't know your history, you don't know what you're talking about.

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Today, I have a very interesting speaker that I think you'll enjoy. Her name is Barbara Ann Mojica.

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She is a historian, an educator, and an author. She's had a very extensive career in education spanning over 40 years, including her roles as a teacher, a special educator, a principal, and a school district administrator. She really sees perspectives both from the side of the parent, the teacher and the administration.

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And she's been very involved in working to change conditions for children in schools for a long time. One of the things she's doing in her retirement right now is a series of books called little miss history, which makes learning history an adventurous and fun experience for children, which I love. My husband and I like to travel. We traveled quite a bit before we got our two grandchildren, and now we love sharing travel and history and culture with them, which I think has really rounded out themselves as individuals, and I hope it continues to. Barbara says, if you don't know your history, you don't know what you're talking about. So our focus today is on grandparents raising grandchildren and their stories and what we can do to inspire our children to be greater leaders. So, Barbara, you're a great advocate for children. I know you've shared that with me. How do you think we can help our children become better leaders? And what qualities and skills should we be nurturing in our children today? That's a great question.

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There are some signs that you might look for if you think your child will be a great leader in the future.

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And one of them is, is the child talkative now? Most children are talkative, but we're talking about the kind of child that is interested in everything, the kind of child that is inquisitive and is not afraid to look beyond the basic questions, is always looking to find out that ultimate answer, the who, what, when, where, and wise.

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A child that's a good communicator that not only knows how to speak, but knows how to listen, because a big art communication is being able to listen. And leaders have to know how to listen as well as how to talk. And they're very independent. They don't want things being done for them. They would rather do it themselves. These are all kind of signs that child might leader. And if the children's friends seem to navigate to the child and want to be with that child. I'm not talking about the kind of kids that are bullied into doing certain things and hanging out with a certain group of children. But I'm talking about children that are very well respected. They're the kind of kids that are captain of the team, running for school, government, that kind of thing. There are things that parents can do related to critical thinking. I kind of sometimes call them creative life skills, but just basic things that parents should be teaching children long before they even get into school.

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So some of those things are values like respect for others, honesty, being able to admit when they make a mistake and the parent has to learn to admit to the child at times that they made a mistake as well. Teaching them kindness and compassion toward others, teaching them to be grateful for the little things in life, that there are so many things and blessings that we have that we tend to gloss over sometimes looking for that big goal, that big achievement. Sometimes it's the little things that count more sharing, taking turns, not always being in the forefront, but knowing when to step, learning how to forgive others when they're in a situation of somebody who has warned them, learning to look at why, why did that person do that thing again, that more independent thinking, looking beyond the basic, someone who perseveres. Too many children give up.

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They try something and they're not perfect and they decide, well, I'm going to give it up. I'm not good enough.

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Loving the child unconditionally and teaching them these basic values will lead them, I believe, to develop the kinds of skills that a leader needs.

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If you, even from a very young age, give children responsibilities and expect them to fulfill those responsibilities when the child doesn't fulfill the responsibility, showing them there are consequences of that, you know, not just clean your room, you know, three weeks later, the room still hasn't been completed clean. The parent goes in or the grandparent goes in and starts yelling and screaming. That's not going to accomplish anything but giving them the mindset that we have certain responsibilities as adults. Their teachers have certain responsibilities, they have certain responsibilities. And we can use everyday examples to teach them that.

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Like if they are on a team or they are a member of a certain club, that they have to do certain things in order to remain a member or to be a part of that team.

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Delegation is important, you know, being able to delegate in the family. Each member of the family has a certain job to do and we must all do it in order for everybody to work together as a team, teaching them negotiation skills.

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And you can do this in everyday situations.

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So sometimes your child wants something and I you say no, and the child can either pout or you can teach the child to have a conversation with you. Well, why did you say no? So, like, let's take a common example. A child comes to you and says they want to go to a birthday party at a friend's house and they have a curfew time. And this, this particular party is going to take place in the evening because the parents work and it has to be scheduled that way. They're planning on taking a group of children to a movie and then having pizza afterwards. So the child might make the argument with you that this is the situation. You know, it can only be at that time. Could you please make an exception? So there would be an example of when a parent or grandparent could make an exception for a good reason and an example of a negotiation. You know, that's teaching children both communication skills and teaching them that there has, sometimes there has to be give and take, there has to be compromise and what a leader has to be able to negotiate. Parents setting examples, good examples. Children learn what they live.

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So if you don't set the example of reading a book, if your child never sees you reading, then how can you tell them, well, you need to be doing more reading.

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You know, you have to set the example.

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So if you want a child to do something, you have to show them that you are open to doing that as well, and teaching them organization skills above all else. You know, we have the helicopter parents who try to do everything for their child. That's really a poor way of parenting. Not so much for the immediate effect, but what's going to happen down the road. A child that's used to having everything done for them is going to tend to be very selfish, very self centered and very rigid and unable to compromise at all. So if you teach them how to organize, and again, you can do this many areas of their lives with school, make them responsible for setting up a schedule, for completing their homework. And if they want to join a team, they know that they have to go to practice. So having them figure out how much time they have and can they do it. So you have a child that's a member of one team, and then the child comes to you and says, I want to join this other team. Well, making them aware that they have to make a choice. Do they have enough time in their schedule to do that? If you join this other team, when is the practice going to be? Can you fit it in with your homework? Can you fit it in with visiting your friends? Can you fit it in with the schedule of the other team that you're on? So not so much them coming to you and saying, oh, I want to join another team, and you're thinking, oh, you know, well, that's going to create more of a demand on my time, teaching them that they have to figure out, you know, can they realistically do this? Those are just some of the basic things that I think parents have to focus on with children from a very, very young age. I mean, you can do this with preschoolers building the foundation and gradually putting more and more of the responsibility with the child.

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And as you do that, the child will become more resilient, more self reliant, and that will carry over into the way they act and perform in school or the way they act and perform in many other areas of their life and how they interact with other people as well. Great advice. Those are all really great practical tips that we can use to encourage critical thinking in everyday situations. Tell us about how Little Miss history came about.

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Well, little Miss history came about because when I retired, I had already been writing history articles for a local news magazine. And I loved keeping in touch with my historical roots because I went into education after completing my graduate and undergraduate graduate degrees in history. I loved history, but I wanted to be involved more with people.

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I didn't see myself in the ivory tower writing research papers all the time, even though I loved doing the research. I went into education, and I wound up really falling in love with the younger children. So I worked with elementary school children and first with the general population. And then as I became more and more disillusioned with the type of education that they were receiving and realizing that it wasn't meeting the needs of the individual child, I became interested in special education. I went back to school and became a special educator. And that took me into a whole new world, working not only with teachers and administrators, but speech therapists, psychologists, therapists, physical and occupational therapists, meeting every need of a child. I worked with very severely delayed children, crack cocaine babies, down syndrome, autism, physical limitations as well. So I really got exposed to a bigger variety of people. So all of this was a very long career. But when I did retire, I wanted to get back to that history, and I wanted to show children how important it was to learn history, because if we don't understand how we got to where we are today, there's no possibility of creating a legacy for a better future. And everyone is a part of history. What is history? Well, it's, of course, a story, but each one of us has a story, and history is made up of millions of individual stories of people. So I see history first in the family, and children first are exposed to history in the family. And then as they get older, that's brought into the community, the wider world. So we need to have a grounding in understanding who we are in the family, who we are in the community, and how we use that to become citizens of a better world. So I said, I want to write history books, but I really want to do this for kids. So my husband came up with the idea of creating a character who would be able to narrate because I wanted to make it fun. My husband is an artist and also a storyteller, so he created a character based on a younger version of me.

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So Little Miss history is a younger version of me. He made her funny and quirky so that all kinds of kids would relate to her, whether you're talking about a kid in the general population or a kid who does have some special needs. And she became the narrator. So I decided, I'm going to write history for children, but I also wanted to include all these other things that were important to me. I want kids to learn critical thinking.

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I want kids to ask the questions. I want kids to think about what happened, how it impacts them, and how things might have been different, or how we might be able to use what we learned to impact the future. So in my books, I import all of these critical thinking skills.

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They're not totally history books because they involve a lot of travel, and they also involve deeper, independent thinking issues of the people that we talk about. So, for instance, some of the books little miss history travels to go to iconic, familiar places that you might visit with your children or grandchildren. Mount Rushmore, the Statue of Liberty, and others go to a more specific site that involve a different focus and might appeal to children who are not totally attuned to history, but are attuned to these other disciplines. So I have a book about the La Brea tar pits, which real interested children who are interested in science, archaeology, fossils, and that sort of thing for children that are interested in nature. I visit a lot of national parks, so we have one on Sequoia National park. And I tell about all the history of the people known and unknown involved with that park. But we also talk about geology. We talk about how these trees grow. We compare them to the redwood trees. So we do a comparison of the sequoia and the redwood trees, how they grow, what they're used for, and also very interesting issue involved. Sequoia National park is one of the most polluted places on earth, and it's even dangerous to breathe the air there. So we talk about that, and we say, can you think about other solutions? Can you think of some ways to problem solve with that?

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So most of these books, I visited the sites myself. They're not just a picture book per se, but they're multimedia. So you have little miss history narrating the adventure, and she experiences all the emotions.

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Sometimes she's happy. Sometimes she's sad. Sometimes she's excited. But also, she asks them the questions. We also use portraits. My husband draws portraits of some of these important people that we talk about, and we use actual photography. So when we visit the sites, we take pictures, and they are actual photos of the sites. Some of them are photos from long ago that we research and incorporate. Some of them are photos from today.

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We try to give a very in depth perspective of past, present, and future in the books, all at the same time involving the child into thinking. We mentioned people that were forgotten about sometimes people that were wrongfully ignored in history, and what they think about that. Like the Crazy Horse memorial, which is a memorial that the Lakota Sioux are building right near Mount Rushmore to honor the natives whose land was taken from them in that territory. So we say, what do you think? Should we have one memorial? Should we have two memorials? And we talk about native american rights. So we try to open up a child's mind to all kinds of issues and all kinds of avenues where they can take that critical thinking that they start out with as young children and develop it. That's an important part of the book series.

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What a great idea. I can't wait to read those to my grandchildren. A lot of parents or grandparents like to read the books before they go on the trip. I've had a lot of parents and grandparents who come to me and said, oh, we read the book before we went, and they were so excited when they saw all these places. And then they were thinking about all of the ideas and the questions and the possibilities that it opened up to them. That's one way to use them.

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And then, of course, I try to develop that critical thinking idea in other areas besides my books, I have a lot of materials that are available to parents or grandparents.

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I have a very active Pinterest board, so I have books recommended by age, by topic, and I have curriculum resources available for parents and teachers. On my YouTube channel, I do a lot of videos. So I have many teaching lessons that parents or teachers can use to supplement teaching in school or at home. And I do critical thinking within a lot of those.

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So I provide access to free printables and materials that could be used to develop those skills. So one thing that I did recently was I used a graphic organizer, and I have that here. And I did a video explaining how to use that graphic organizer to teach critical thinking at different stages. So the most basic way to introduce critical thinking to a young child is the basic questions. Make them answer open ended questions. Who, what, when, where, how? That's the basics of critical thinking. And the next step is making sure that they understand that as they get a little older, can they explain, to explain the answer to that question, can they describe what happened in their own words? Do they really know what it means?

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And then the next level would be to apply it to themselves. How does this affect you? What do you think about it? How would you solve that problem? Would you do it the same way? Would you do it differently? And then that leads them to kind of analyze and put things together, like connect the dots, more or less. What's the relationship between things? Can they figure it out? Can they figure out a person's motive? Can they kind of get into the thinking of what was behind that and then evaluating? And these we're talking about now, children that are a little bit older, middle school, school, or moving into teens, do you agree or disagree with that? Why do you think that?

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Would you have a different way of doing it? Would you recommend something else? Could you come up with a different plan?

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And how would you improve it? How could you create something different? I tell parents, grandparents to keep that kind of framework in mind when they're talking to children formally or informally, you know, doing that every day in your everyday life, which so much helps them to develop a pattern of doing that in their own life. And especially important with social media today, because we have so much of a problem with kids not being able to develop their individuality because there's so much peer pressure to fit in, and that leads them to be hesitant about forming their own opinions.

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We can use social media sometimes to develop this independent thinking. You know, taking an example of something that's on social media and asking a child to analyze it, what are they trying to make us think? What are they trying to make us do? How are they dressed? Why are they dressed that way?

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Way. You know, are they trying to create a certain image? Are they giving us all the information? Are they giving us all the facts? You know, teaching a child there's a difference between a fact and an opinion. An opinion is just what somebody thinks might be true, but can't be proven true. But a fact is something that you can argue with. It's something that's real that can be proven. And with social media, we're being fed a certain mindset, and as a child clicks on the algorithm, they're being given more and more information like that. So it's important, you know, to sit with children, and as you're watching things or reading things or looking at a billboard or med helping them to, you question it so that they can, can really get down to what do I think? What does this really mean?

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Not what is somebody trying to get me to do? Which brings up the question I was going to discuss with you. Social media, I know that it's changed the way children are being raised.

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It's an important subject to address. And I know that there are positive things about social media, positive things about raising children in a digital age. But what do you think the implications are for young people that are growing up in a digital age? How is that affecting us, raising leaders that think critically?

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Well, it has both a negative and a positive impact. The positive thing about social media is we have never had more access to information readily available.

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Going back to when I was going to school, no computer, you got the books, you read all the books, you took the notes, you did the research, you were to take all of that, put it together and come to a conclusion. Now, what does a child do?

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Child goes on the Internet, clicks on Google, and very often we'll take the first answer that is there on the top of the page. Now, what's at the top of the page? What's at the top of the page is what the social media company or algorithm prefers to show.

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And as time goes on, you're being given, again, only one side of the story, which doesn't help children to critically think. So the advantages, never have we had access to the global world, never have we have the ability to hear so many people opinions. But on the other hand, is that information being controlled so that we are not having the benefit of all of that information and being able to sort through it.

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So the real negative is, you know, too much information. And then, of course, AI, the possibility of not even having to bother going to finding your facts. But just asking AI, well, give me five instances of.

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And then taking those and using them for baiting, you know, then there's no critical thinking involved.

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And that's the danger of that and the peer pressure, of course, of fitting in. So there's never been more of a need for teaching these critical thinking skills at a young age so that children are aware. And of course, if the parents are on the phone all the time, the parents are on social media all the time.

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That's, again, setting a poor example. So we have to insist that there are certain times where there's no screen. Well, we're sitting down to dinner, okay, we're shutting down the phones. We're not watching tv. We are just talking to each other, you know, setting the boundaries, basically. So I think parents, grandparents have to set the boundaries. And I think in most cases, children appreciate that. I think they want it ranged in. I think that many of them suffer from the overload as much as we as adults suffer from the overload. And there's a time where you just want to go into a room and shut it all out.

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So it's. It is a big problem.

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But again, if you, you can use it to your benefit. If you use it to develop those skills, you can do role playing. That's one practical thing you can use. You can use these situations that come up on social media and ask the child, what would you do if you were in that situation?

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How would you handle it? Would you do something differently?

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How do you think that person on social media handled it with a, you know, was that the right thing to do? And again, Eddie, looking at those ads, you know, analyzing them, gee, is that something that we really want, or is it somebody else trying to manipulate me into doing something that may or may not be good for me? That's great advice. You spoke earlier about our cultural heritage and our history being an important part in shaping a person's identity, their community. Can you speak to that a little bit?

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Well, what comes to mind, especially to me, is no one has a greater repository of cultural heritage than grandparents. I mean, children see grandparents more non judgmental and more as a repository of love and security than they do of parents.

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The grandparents have such a wealth of experience, both practical and cultural. They have the recipes.

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They have the stories of what things were like growing up, which they can share, and the child can see how things were the same and how things were different. And again, that teaches them history, because parents, of course, are a wealth of knowledge of the past, but they're also living in the present. So they can also explain to a child what it was like in the past and how this is translated to the parent, to the present, and how some things may have changed for the better, some things may have changed for the worst, but they see, they see them as such a fountain of knowledge. And because they don't see them as judgmental, they eminently trust their grandparents to teach them things like how to fix a car or whatever. The grandparents background might have been some kind of technical trade or some skill, or parent was an expert in puzzle making, or another parent was an expert in storytelling and can relate so many stories of people and things of the past.

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Kids can see them now as a more practical thing, not something in a book, not something that, that they've just read about, but something that somebody's lived.

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So first, kids learn about culture and heritage from their families, the customs that they observe, the events that they go to, the food that they eat, and then they go into their community and they see, well, their community's a little different. You know, the community is made up of a group of people who have settled in a certain place for some common reason, whether that be economic or drawn to it by some other reason. But they come together, and they're not all the same. They're different. They're a conglomeration of customs and traditions, and they dress differently and they act differently, and they have different opinions about things. And they see problems in their communities, and they see the different people have different ways of approaching them and different ideas on how to solve them. And that helps to build up civics in a sense of responsibility. They see how some people in the community are leaders, and they can use them as role models.

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And then, of course, they see themselves as members of a country.

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And today they see a country that's very divided.

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But they understand there are different ways to solve problems.

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And if they go through these questions with that critical thinking mindset, they'll be more able to understand that there are different possibilities and different solutions and that we have to find a way to agree on these solutions. And then, of course, as they get older and older, they see the whole perspective of the world around them and how different people in different parts of the world are totally different from the way we are. And they have different kinds of problems, and they have to find different ways of solving those problems. It's something that evolves. And all history is evolutionary. It's not static. And as I said, we're all a part of history.

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So in each era, there are new people who have different connections, who communicate in different ways. Just look at how we communicated 100 years from before and how we communicate now. And things are constantly changing.

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And we must be willing to, to use our skills and our knowledge to the best of our ability to move and change. History is not static. It's evolving. It's always changing. So if you don't know what happened before, you don't understand how did we get to where we are today? You are never going to have any kind of base for developing a legacy to leave to our own grandchildren. We have to start figuring out answers to problems, and the next generation is going to have to continue to have the skills to do that as well. So we are teaching them to be part of a past, a present, and a future. Thanks, Barbara. You spoke about the educational videos, the blogging, and some other resources that you provide for educators and parents. Can you tell us how our listeners can access those resources and where they can find them? I try to keep everything in one spot that's easy to access. And just like kids learn in different ways, adults learn in different ways and prefer different things. So I have my Pinterest board. So for people who are looking for resources like the names of books, curriculum, I have a link to my teaching videos there. I have a link to free resources. I have my blog, which I give book reviews for children and all different ages. Plus I give information and tips about all kinds of things. Things from critical thinking to social media to, you know, tips for authors, tips for teachers. And I have my YouTube channel. I have social media channels, LinkedIn, Facebook and so on. So in order to get to everything easily, I have everything linked on my website. So my website is simply the name of the book series. It's www.littlemishistory.com.

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and on my website it's kind of one stop. So you can do a direct message to me, you can email me, you can click on my YouTube channel to access the videos. You can go to my blog, you can get to my social media channels and my Pinterest board as well. So everything is pretty much there. You go to the website and you just click on the kind of channel that you would like to receive the information through. That's great Barbara. I appreciate it. Thank you so much for your time and your thoughts today. I look forward to reading through some of your books and connecting with you through your blogs and educational resources. I encourage listeners to read the Little Miss History series and explore barbersh educational content. She has a wealth of information there.

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Thanks Barbara for your time today. Pleasure.

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I enjoyed our chat and I would love to help anybody in your audience, so please get in touch.

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Thanks so much for joining us today for another episode of grandparents raising grandchildren. Nurturing through adversity. I encourage you to share your challenges and your successes with us. Your story is undoubtedly one someone else needs to hear.

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You can submit your stories to the links provided in the podcast information. Your contributions will enrich upcoming conversations, creating a more supportive community in which we can learn and grow together. If you enjoyed this show, please share it with a friend that needs to hear. And if you love the show and you're listening on a broadcasting platform like Apple or Spotify, just scroll down in your app and please leave us a review. Next week, world renowned educator, author and speaker Nicholeen Peck is back with us for part three in our ten part series on teaching self government for grandparents. Nicholeen Peck is the mother for and previous foster parent of many difficult, troubled teens. The Peck family's success with these difficult children was based upon calmness, the principles of self government, and good communication. So join us next week for episode 22, four skills that correct 99% of behaviors with Nicholeen Peck.

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Thank you for tuning in to grandparents, raising grandchildren, nurturing through adversity. Remember, you are not alone. Together we can find strength and hope in the face of adversity.

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Peace be with you, and I pray that you find some time this week to listen to your inner wisdom amongst the noise and the pandemonium of this world.