Nurturing Positive Development in Children Through Meaningful Feedback
At Neldrac, we believe that every interaction with a child contributes to their growth and development. The way we speak to children can either build them up or unintentionally hinder their progress. Common phrases like "good job" or "well done" are often used with good intentions, but they may not always provide children with the specific feedback they need to thrive.
The Evolution of Praise in Parenting and Education
Historically, praise has been seen as essential to fostering desired behaviors. B.F. Skinner’s* (find bottom of the page for more information) work in the 1950s encouraged the use of rewards, including praise, to reinforce positive actions. By the 1970s, child development experts linked praise to building a child’s self-esteem. However, over time, research has shifted towards a more nuanced understanding of praise. Today, early childhood education places greater importance on helping children develop a strong sense of identity, which includes a feeling of safety, belonging, and capability, rather than simply fostering self-esteem.
At Neldrac, we embrace this evolving perspective by focusing on holistic child development. Our approach goes beyond praising a child for the sake of self-esteem and instead nurtures their sense of identity, which is grounded in real accomplishments and effort.
Informational vs. Evaluative Praise
Psychologists differentiate between two types of praise: informational and evaluative. Informational praise gives children clear feedback about their effort and progress ("You worked really hard to put your shoes on by yourself!"). On the other hand, evaluative praise assesses the child’s worth based on an action or trait ("You’re so smart!"). While evaluative praise might seem uplifting, it can create pressure and unrealistic expectations for children to maintain approval. Neldrac incorporates informational praise into its daily routines and interactions with children. By highlighting the process—whether a child is learning to draw, working through a math problem, or navigating social interactions—we reinforce behaviors that encourage perseverance and curiosity.
Process Praise and Its Impact on Learning
US psychologist Carol Dweck’s work has been instrumental in distinguishing person praise (focused on inherent traits like intelligence) from process praise (focused on effort and strategies). Studies show that children who receive process praise are more confident and motivated to take on new challenges. Neldrac's educators are trained to use process praise, promoting growth and resilience in the children we care for.
For example, instead of saying, "You’re so talented at drawing," an educator might say, "I see you spent a lot of time drawing this tree and adding so many details." This type of feedback encourages children to take pride in their efforts, not just in the outcome.
Fostering Independence and Self-Regulation
One challenge with frequent or exaggerated praise is that it can inadvertently encourage children to seek external approval rather than develop self-regulation. Over time, children may feel they need praise to validate their actions, leading to issues with self-motivation.
At Neldrac, we focus on creating an environment where children feel secure in making decisions for themselves. We guide them to understand that their value comes from within and not just from meeting others’ expectations. By doing so, we help them develop a healthy sense of identity and the ability to make good choices independently.
Gender and Praise
Research shows that girls and boys may respond differently to praise, with girls often feeling more pressured by evaluative praise. Neldrac is mindful of these dynamics and avoids reinforcing gender stereotypes. Our educators ensure that all children, regardless of gender, receive feedback that encourages self-improvement rather than conformity to societal expectations.
Building Confidence, Empathy, and Resilience
At Neldrac, we aim to cultivate qualities like confidence, empathy, and resilience in children by offering thoughtful and constructive feedback. Here are three principles we follow when interacting with children:
- Provide Specific, Realistic Feedback: Instead of vague praise, we offer detailed feedback that helps children understand their actions. For example, “I noticed how carefully you packed away the toys today. That shows responsibility.”
- Encourage Personal Growth: We focus on a child’s individual progress rather than comparing them to others. This helps build intrinsic motivation. For instance, “I see you’ve been practicing writing your name. Each time, you’re getting better!”
- Value Children for Who They Are, Not Just What They Do: We express appreciation for the child’s efforts, no matter the outcome. For example, “I’m proud of how much effort you put into your project. It shows your dedication.”
Conclusion
Neldrac Early Learning Centers are committed to helping children develop in a supportive, empowering environment. We understand that the words we use have a profound impact on a child’s growth, and our approach to praise reflects this understanding. By focusing on effort, improvement, and self-worth, we guide children to develop into confident, resilient individuals, ready to navigate the complexities of life.
At Neldrac, we don’t just say “good job”—we help children understand why their efforts matter.
*At Neldrac, we believe that no single approach works for every child. That’s why we incorporate a variety of methodologies tailored to each child's unique learning journey. One of the approaches we draw inspiration from is B.F. Skinner’s work. To learn more about our diverse methodologies and how they benefit your child, feel free to contact your nearest Neldrac center.
Disclaimer: A few images featured in this blog are generated by artificial intelligence (AI). While every effort has been made to ensure accuracy, there may be occasional mistakes in the photos or accompanying text. We appreciate your understanding and encourage you to notify us of any discrepancies you may encounter.
