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Promoting growth mindset and type 1 diabetes inclusion in children’s literature


Rashda Munawar. Photo provided by author.

By Rashda Munawar, teacher and author, Langley

 

I am Rashda, a math educator by day and an indie author by passion. I’ve always been captivated by the power of children’s literature. There is an immense amount we can learn through storytelling.

 

There are two elements in children’s literature I always seek: purposeful stories that instill a growth mindset in kids and diverse inclusion, with representations of various cultures and abilities in a normalized way.

 

When my daughter was diagnosed with type 1 diabetes, I realized how little awareness there was about this condition, despite it being common among children aged 5 to 12. I was shocked by the lack of representation of type 1 diabetes in children’s literature, especially given the advancements in technology like diabetic pumps and glucose monitors. Many kids and teachers are still unaware of what type 1 diabetes entails.

 

I felt there was a bigger need for type 1 diabetes awareness specifically through representation in children’s literature, so I decided to address the gap by writing a book myself.

 

I faced a dilemma: should I write a story with a type 1 character and focus on type 1 diabetes, or should I integrate it subtly? Ultimately, I realized the importance of normalizing diverse conditions in children’s literature. By doing so, we can create a more inclusive and understanding world for our children.

 

This journey led me to write my debut children’s book, Think BIG: Believe, Achieve, and Soar High, which not only embodies the principles of a growth mindset, but also subtly includes type 1 diabetes representation, making it relatable and educational for young readers.

 

Think BIG is a captivating tale of Maria, a spirited girl on her first day of Grade 1. The story unfolds as Maria grapples with the conflicting voices in her head: Mr. Small, the voice of doubt, and Mr. Big, the voice of encouragement.

 

As Maria navigates her desire to conquer the daunting firepole on the playground, she encounters challenges that reflect the internal struggle between fear and courage. Encouraged by a new friend, Siana, Maria learns the power of embracing a growth mindset.

 

Mr. Big and Mr. Small personify the growth mindset and the fixed mindset. No matter the situation, if children can identify whether their thoughts align with Mr. Big or Mr. Small, it will be easier for them to navigate their emotions. Recognizing negative thoughts allows them to understand that positive feelings exist too, enhancing their self-awareness.

 

Maria, the protagonist, happens to have type 1 diabetes. However, the story does not revolve around the character’s condition. This approach normalizes the experience of living with type 1 diabetes and demonstrates that individuals with this condition can lead fulfilling lives beyond their diagnosis. By incorporating type 1 diabetes representation in stories that focus on broader themes and adventures, we can empower children with type 1 diabetes to feel less alone and more confident in navigating their health challenges.

 

I hope this book will inspire children and adults alike, fostering a greater understanding and acceptance of diverse experiences and challenges. I am looking forward to my author visits in schools to talk about my book. You can find free colouring sheets and a lesson plan on my website (www.rashzee.com). There is also a resource guide at the end of the book with reflection questions and activities for kids in class. I am in the process of creating more resources to go along with my book, which will be available on my website soon.


Lesson plan

Below is a sample lesson plan to teach about emotions and feelings with Think BIG.

 

Objective

Students will understand the concepts of growth mindset and fixed mindset using the characters Mr. Big and Mr. Small from the story Think BIG. They will learn to identify and challenge their own fixed-mindset thoughts and replace them with growth-mindset thoughts.

 

Curricular competency

Identify and describe feelings and worries, and strategies for dealing with them.

 

Materials

  • the book Think BIG by Rashda Munawar

  • chart paper and markers

  • sticky notes

  • worksheet: growth-mindset vs. fixed-mindset statements (www.rashzee.com/resources)

  • drawing materials (paper, crayons, markers).

 

Duration

60 minutes

 

Introduction (10 minutes)

1. Greeting and warm-up

  • Begin by asking the students if they’ve ever tried something new that was difficult at first. Allow students to share their experiences.

2. Introduce the concepts

  • Explain that today they will be learning about two important ideas: growth mindset and fixed mindset.

  • Define growth mindset: believing you can get better at something through hard work and effort.

  • Define fixed mindset: believing you can’t change or improve because of who you are.

 

Reading the story (15 minutes)

1. Read Think BIG

  • Read the story Think BIG aloud to the class, showing the illustrations.

  • Pause at key moments to ask prediction questions (e.g., “What do you think Maria will do next?”).

 

Discussion (10 minutes)

1. Discuss the characters

  • Ask the students to identify Mr. Big and Mr. Small. Discuss how each character talks to Maria and how it makes her feel.

  • Chart responses on a t-chart labeled “Mr. Big” and “Mr. Small.”

2. Reflect on personal experience

  • Ask students if they’ve ever heard a “Mr. Small” voice in their heads. What did it say? How did it make them feel?

  • Encourage them to think of times when they heard a “Mr. Big” voice and how that felt different.

Activity: Identifying mindsets (15 minutes)

1. Growth-mindset vs. fixed-mindset statements

  • Distribute the worksheet with statements and ask students to determine if each one is an example of a growth mindset or a fixed mindset.

  • Review the answers as a class, discussing why each statement fits into its category.

2. Creating Mr. Big and Mr. Small

  • Give each student a piece of paper and drawing materials. Ask them to draw what Mr. Big and Mr. Small look like to them.

  • Encourage them to write a sentence that Mr. Big might say and a sentence that Mr. Small might say.

 

Conclusion and reflection (10 minutes)

1. Share drawings and journeys

  • Allow students to share their drawings of Mr. Big and Mr. Small.

  • Hang the drawings of Mr. Big around the room or create a bulletin board display titled “Think BIG: Our Growth Mindset Heroes.”

2. Reflection

  • Ask students to write or draw one thing they want to try to get better at and what Mr. Big might say to encourage them.

  • Collect the sticky notes and create a “Growth Mindset Wall” in the classroom.

 

Assessment

  • Observe students’ participation in discussions and activities.

  • Review the completed worksheets and drawings for understanding.

  • Use the reflections to gauge their grasp of growth mindset principles.

 

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