I think it's fair to say that when you are helping a child with a task, no matter how big or small, and they achieve it, you want to immediately tell them, "Good job!" Perhaps though, there is more to it than that. Are we inflating their egos to their own detriment? Consider this fascinating article. Here are some of the fascinating findings:
"Giving kids the label of “smart” does not prevent them from underperforming. It might actually be causing it.
We put our children in high-pressure environments, seeking out the best schools we can find, then we use the constant praise to soften the intensity of those environments. We expect so much of them, but we hide our expectations behind constant glowing praise.
After reviewing 200 studies, Baumeister concluded that having high self-esteem didn’t improve grades or career achievement.
It’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent."
A teacher who praises a child may be unwittingly sending the message that the student reached the limit of his innate ability, while a teacher who criticizes a pupil conveys the message that he can improve his performance even further."
Instead, perhaps we should use specific-type praise, such as praising the “process" achieved rather than the outcome itself.
"Giving kids the label of “smart” does not prevent them from underperforming. It might actually be causing it.
We put our children in high-pressure environments, seeking out the best schools we can find, then we use the constant praise to soften the intensity of those environments. We expect so much of them, but we hide our expectations behind constant glowing praise.
After reviewing 200 studies, Baumeister concluded that having high self-esteem didn’t improve grades or career achievement.
It’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent."
A teacher who praises a child may be unwittingly sending the message that the student reached the limit of his innate ability, while a teacher who criticizes a pupil conveys the message that he can improve his performance even further."
Instead, perhaps we should use specific-type praise, such as praising the “process" achieved rather than the outcome itself.
