The Blacktop Blog

Effective vs. Ineffective Praise for Children

By: Dr. Olaf Jorgenson, ACDS Head of School

Central among parenting concerns for the past three decades is our preoccupation with childhood self-esteem, and the impact it may or may not have on adult happiness.

Well-established research by Stanford’s Carol Dweck offers powerful if counterintuitive insight into the influence parents have when we praise our children in hopes of empowering them with self-esteem.

Dweck’s studies on learning and motivation substantiate the awareness educators have held for ages: when we praise children for their effort, they are encouraged to strive and take risks. When we praise children for fixed qualities like talent or intelligence – or what some parents refer to as “giftedness” – we actually limit their self-confidence and minimize their risk-taking, since they can become apprehensive or even fearful about living up to our high expectations for them as measured against their qualifications rather than their efforts. 

Dweck’s work examines what she calls “mindsets,” or dispositions toward learning, and she believes parents can cultivate a healthy “growth mindset” in children by directing praise toward effort rather than giftedness or innate talent and ability.

Our goal, Dweck asserts, is to help children develop the belief that they can overcome shortcomings, improve and grow through their effort and determination.

You’ll hear ACDS teachers often refer to “the growth mindset” because it is integral to our instructional philosophy. Great schools are always becoming, as are their students, teachers, and parents, persevering through challenges and learning from mistakes.

See this short video for a glimpse of Dweck’s research, which is detailed in her book, Mindset: The New Psychology of Success.