DSA does not allow that genes determine developmental outcomes and would also guide educators to avoid believing in genetic determinism (Kim & Sankey, 2010). Therefore, teachers are given more space and confidence in teaching as they realize that children could change dramatically and their intelligence can be cultivated through postnatal education, their work has become more meaningful and valuable. Furthermore, DSA emphasizes that child development depends on the human brain perceiving, thinking, and acting in response to and interrelation with the multiple complexities of natural and social environments (Kim & Sankey, 2010). Encourage teachers and parents to view children as the evolving, well-integrated organisms that are functioning brains (Siegler, DeLoache, Eisenberg, & Saffran, 2014). When educators understand that the brain is plastic and can change, they are more likely to be more compassionate and dedicated to children's education because they believe their efforts could make a significant difference. The idea that children are functioning brains and that educators are capable of changing their minds will succeed