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Previously, child-rearing experts believed that all praise enhanced children’s emotional and psychological well being (Brummelman et al., 2014). However, the present study highlights that giving different types of praises can impact the development of a child’s theory of intelligence and how adaptive their responses to challenges are. Hence, the quote by Ginott (1965): “Praise, like penicillin, must not be administered haphazardly.”
Strengths of the current study
Predominantly, experimental research was used to investigate how person and process praise shape children’s theory of intelligence, their subsequent motivation and achievement. In such research, a stranger administered different types of praise, and causality could be established.
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First, since the sample consists of children from 8 to 12 years old, different concepts of ability as a function of age may influence how process praise is interpreted. Children above 9 years old tend to perceive ability as inversely related to effort, hence they are likely to interpret references to effort in process praise as indicating a lack of ability. (Nicholls, 1978) Consequently, process praise may instead highlight “deep-seated” influences and the immutability of their scholastic abilities, causing them to avoid challenges they perceive as beyond their ability. Hence, process praise may be more effective for younger children. Second, referencing effort or enjoyment in process praise may be ineffective the child did not truly exert much effort in the task, nor did the child enjoy the …show more content…
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Meaning that when children grow up with praise such as “oh you must have been so smart to get an A on that test”, instead of “you must have worked really hard on that lesson”, children could take the praise to their intelligence the wrong way and think that since they are “smart” instead of their effort on a task which will cause them problems in the future and they might want to give up and quit. I have seen this first hand and this has actually happened to me before, so I know from experience that this could have a negative effect impact on a student not just students in elementary school but also adults who are going to college or young adults who are looking for a job. In contrast, some students love to get that kind of compliment but they would always end up expecting that so when I work with children I will be complimenting them on the effort they put into everything that they do. From now on, I will be praising children on their effort and not on their
For the nature of a child’s psyche, strength is the assumption. This was basically how Chua classified one of the primary differences of “Chinese mother” parenting from Western styles (52). Most often Chua expressed it through believing her children already could do something and overriding any incli...
When reading the article “The Perils and Promises of Praise”, I was taken aback by the fact that there was a thing as negative praise. The studies show that just telling someone that they are intelligent is detrimental to future success in challenging situations because of the fear of failure. Encouragement of hard work and effort works more effectively than praising intelligence. I still feel that there is a missing element that was not mentioned in the article. It is secret number three in motivation for success in school. That motivation is the parents of the students. I was told that if I failed my classes, I could expect severe punishment and retribution for my failure, unless I prove I tried my best. Motivation is not just praise; it is the support of those adults in a student’s life that gives reinforcement of positive ideas
Sanford M. Dornbusch, Philip L. Ritter, P. Herbert Leiderman, Donald F. Roberts and Michael J. Fraleigh Child Development, Vol. 58, No. 5, Special Issue on Schools and Development (Oct., 1987), pp. 1244-1257
They praised the children in one group by their intelligence by telling them “Wow, that’s a really good score. You must be smart at this.” Then they praised the children in the other group for their effort saying, “Wow, that’s a really good score. You must have worked really hard.” The children that were praised for their intellectual capacity didn’t want to learn and when they were offered a challenging task they would benefit from; the majority chose an easier one to avoid making mistakes. Meanwhile, the children who were praised for their efforts wanted that task they could learn from. I find this very true because I work with children from 3rd grade and lower. I used to praise the children about how smart they were and when I didn’t they would look for me to continue to praise them. After reading Dweck’s Brainology piece, I started praising them for how hard they worked and the results were astonishing. They actually wanted to learn more and study
Kaplan, P. S., Bachorowski, J., Smoski, M. J., & Hudenko, W. J. (2002). Infants of depressed mothers, although competent learners, fail to learn in response to their own mothers' infant-directed speech. Psychological Science, 13(3), 268-271.
After reading Carol Dweck’s article, “The Secret to Raising Smart Kids”, it occurred to me how much a mind-set can be changed from one to the other with a few simple words of encouragement or by discouraging them. To improve a kid’s willingness to learn we should be praising the trials and error they are making. Help them by explaining what they did wrong and figure out what it is that needs more attention. “Many people assume that superior intelligence or ability is a key to success.” However, according to some research in the past few years, shows that too much of praise of “talent” or “complete intellect” leads to unmotivated learners because of fear of failing.
...her smile and praise. Maslow stated that the positive attention such as smile and compliments can help the child to raise the child’s self-esteem. Children in preschool age want recognition and rewards. They look for ways to fill the need for positive attention and self-respect. This includes feelings of confidence, competence, achievement, mastery, independence and freedom. A child from this type of environment will have no difficulty in becoming self-actualized. Self-actualization is the highest level of Maslow’s hierarchy of needs. Preschool age children are just starting to grasp the "self-concept". They are getting a feeling of who they are and their abilities. However, their concept of self is not often accurate. Children this age usually over estimate their capabilities. IL might have felt belongingness and also self-esteem through this social interaction.
Parents feel they need to reward their child in every aspect of their life and if they fail to do so, their child else will suffer from lack of self-confidence.
In the essay “The Secret of Success”, Michael Bond focuses on the idea of nature versus nurture in kids success. He looks at speech done by the mayor of London to which he discusses the idea that success is based upon IQ. Studies from King’s s College London suggested that Children academic success can be attributed more to heritable traits than teaching or environmental factors. Michael also looks at the effect that environment and how that has an impact on learning success. Studies that he looked at saw a connection with how socioeconomic could negatively impact kids. Research done by the University provided information that kids under the age of 5 with little to no affection and poor communication with parents. He points out that to grow
A child who is not successful in acquiring the skills they try will move on to the adolescent stage with the mindset that they are inferior to their peers. Their success or failure in the development of new skills informs the child’s self-concept. Self-concept is the idea that one holds about themselves. How they feel about their intelligence, personality, ethnicity, gender, and more are all a part of the child’s self-concept (Berger K. S., 2010, p. 285). In early childhood, a person’s self-concept is optimistic and strong.
That does however bring up the question of how one values themselves. Is it really healthy for a child to base their identity on their acomplishments? Ideally, a child should learn that their identity is based on who they are, how they interact with others, and their goals. Yes, its important for a child to be proud of their acomplishments but if this is the only time they are proud of themselves then they will undoubtebly be unhappy and feel unworthy when they are not in a place where they can acomplish anything. We must prepare children for a world in which their boss may not praise them for something or they don't meet all their goals but they are still motivated to keep working. This can be taught during free play that builds a childs motivation to do things even when their is not a reward motivating them. These children will be happier in their lives and more productive even in workplaces that do not constantly reassure and motivate
That question had me curious, which lead me to these questions: Is there a right or wrong way to praise? Does the way you praise a child make a difference? One of my personal goals as a third grade teacher is to help each one of the children leave my classroom knowing that they are special in their own unique way and that they have the power to conquer whatever obstacles the world throws at them. With that in mind, I use praise on a daily basis. I thought that what I was saying was helping the children, not just trying to control them. I thought the children needed to hear that from me. According to Alfie Kohn (2001) when you praise a child with “good job” you are telling the child how to feel not allowing them to make the decision for themselves. They become more reliant on you versus them internally making the decision for themselves. Think ...
Every parent endeavors success in raising a salubrious and genial child. It’s a natural intuition to expect the best for them. “The children are the future”? “The leaders of tomorrow”? Certainly true. While a considerable amount of people are sanguine with this notion, the majority stresses the condition society is molding for them. Wars and the economy are simple ways of scapegoating these conditions and the mental effects it can have on a child. The modern culture and the media are easier to blame as well. But the psychological development of a child will always begin at home. The results are determined by a child’s behavioral patterns. One of the most common methods a parent use on a child is rewarding them for an expected outcome or set a rule of punishment as motivation for that outcome.
Praise is another thing that as a father I must not overpraise nor should I praise the wrong way.